text:
104-year-old patient is made to wait 12 hours for ambulance home
A PATIENT aged 104 had to wait 12 hours for a lift home after doctors and nurses refused to let him call a taxi because it was against the rules.
Widower Jack Jones was reduced to tears while he waited for an ambulance after medical staff said it was not policy for him to go home on his own.
Jack was admitted to Russells Hall Hospital in Dudley, West Midlands, at 8am on October 26 after a fall. Luckily, he was not badly injured and got the all-clear to go home shortly afterwards.
But it was not until 9pm that he was finally driven six miles to his sheltered housing complex in Stourbridge.
As he waited on a chair in A&E, Mr Jones pleaded with staff to be able to call his regular taxi driver. He was told it was against hospital policy for elderly patients to go home alone and he must travel in an ambulance.
Mr Jones, who built Spitfire fighter planes at Longbridge in Birmingham during the Second World War and whose wife Winifred died in 1990, said: "I was very upset that I was left waiting for so long for a lift home.
Even though I walk with a Zimmer frame I could have walked home quicker
"I told the staff that I use a taxi driver who knows me and would help me to my front door but they refused. Even though I walk with a Zimmer frame I could have walked home quicker."
His nephew Bob Goode, 83, who lives in Herefordshire, branded the policy "health and safety gone mad".
He said: "Jack was admitted at 8am and only needed a short check-up, but he didn't get back home until 10pm – that's outrageous, considering his age.
"He's sprightly, still lives at home and copes well, but he became quite despondent waiting for the ambulance.
"He knows a local taxi firm who take him inside and make sure he is all right. He told staff, but they said it was against health and safety policies because they could not risk him falling in or out of the taxi."
Other patients also saw Mr Jones becoming distressed. In a letter to the hospital a woman described finding him crying while "sitting in a chair, bent over – with a stale cup of tea on a tray which he would not reach".
The Dudley Group of Hospitals NHS Foundation Trust apologised for the delay and promised to prioritise elderly patients in the future. Chief executive Paula Clark said: "Current demand and capacity issues have resulted in some unacceptable delays."


text:
Crazy thing is... I don't, so I asked. All you had to do was say that this is how it works, for all I know (usually errors mean something isn't working) it is not working properly on my phone thus the errors, and I may as well get rid of it.
Seeing as you wrote it, you should be able to give a simple answer to a simple question, instead of the usual dismissive XDA reply we have gotten so used to ditching out lately. It's not like I asked you to explain your theory of existence to me, just if the log shows that your program is running properly or if something is wrong on my end.
People need to chill the hell out around this place, we are all supposed to be here to help one another out.

subset: commoncrawl


text:
From the Adam Kimmel Spring/Summer 2011 Collection we present the above 6 Inch Boots. Inspired by the Timberland classic, the boots come in a wheat colorway with paisley accents around the ankle. The Vibram outer sole is a nice finish. The boots are now in stock at Tres Bien.
Further images of the boots follow after the jump.


text:
Silicon Valley County Mandates 20 Percent Cut in Water UseWed Feb 26, 2014
'Duck Dynasty' star coming to State of the UnionTue Jan 28, 2014
After 43 years, activists admit theft at FBI office that exposed domestic spyingMon Jan 6, 2014
Boehner lashes out at conservative groups on budget dealWed Dec 11, 2013
'Theft of power' lands electric-car driver in jailWed Dec 4, 2013
Obamacare botches could derail all of health reform, advocates fearTue Nov 19, 2013
First Thoughts: Rock bottom for Obama?Fri Nov 15, 2013
- *Is the President acting or is this really what he wanted to have happen and thought the press was so on-board that they would be blinded. Really he regrets that the blinders have holes in them. *Gees Iran-Contra comparison, really? That did not effect the economy on every level or an individuals w …
Obama administration knew millions could not keep their health insuranceTue Oct 29, 2013
Obama to GOP: Stop 'forcing' John Boehner to make threats against economyTue Oct 8, 2013
Mother of fallen soldier denied death benefits: 'I won't ever understand it'Tue Oct 8, 2013


text:
School Description
The programme has been run since 2002 by a network of nine European Universities and research centres who are leading the way in renewable energy research, development and demonstration. It is coordinated by EUREC EEIG, a consortium of European renewable energy research centres, which has its headquarters in Brussels.The European Renewable Energy Research Centres Agency was established as a European Economic Interest Grouping in 1991 to strengthen and rationalise the European RD&D efforts in renewable energy technologies. As an independent association, it incorporates over 40 prominent RD&D groups from all over Europe.
Core Providers
Specialisation Providers
> For more information: www.master.eurec.be
The aim of the European Master in Sustainable Energy System Management is to provide postgraduate students with the skills required for employment in the Sustainable Energy industry. Students will specialise in business case analysis, modelling,project design and implementation. As a result of the foreign contact the course requires, our students will have the international outlook essential to the industry HR needs. The core provides a solid foundation in systems management with legal, environmental, economic,social and technical aspects. Theoretical courses which also examine the socioeconomic issues surrounding the deployment of these technologies are supported by laboratory workshops. The studies for the core will be done in English.
Core Providers
- Hanze UAS, The Netherlands for the core taught in English
- Università di Pisa, Italy for the core taught in English
Specialisation Providers
- System Integration and Optimisation – taught at Hanze UAS
- Sustainable Energy Management – taught at the University of Zaragoza
This school offers programs in:
- English


text: It's been a while since I have had this tea. For a keemun I think it is fairly mild and I would consider getting this one again, it's very smooth and dark without any bitterness (see previous notes). I might be getting a bit of smoke in the finish but to me it is kinda chocolate-y. A good one if you like to drink your teas plain and don't mind a very robust flavor.


text:
This article describes student perceptions and outcomes in relation to the use of a novel interteaching approach. The study sample (n = 260) was taken from a large human physiology class, which included both first- and second-year students. However, unlike the first-year students, the second-year students had significant prior knowledge, having completed a previous physiology course. Active learning, where students were required to engage with course material in a self-directed manner before tutorials and to identify areas of difficulty and discuss these within tutorial sessions, was a central component of the study. The second-year students adapted quickly to the novel approach, as indicated by stable levels of perceived difficulty and understanding. In contrast, the first-year students demonstrated a decrease in perceived difficulty and an increase in perceived individual understanding throughout the study. These results notwithstanding, there was a consistent low level of interest for both years but no significant difference between the first- and second-year individual and group learning skills by the end of the study, as measured by their performance in the tutorials. Overall, the results were encouraging, with both years achieving a reasonably high learning skill level (average: ∼70%) within the interteaching environment. The improvement of active learning shown by the first-year students may have compensated, to some extent, for the prior learning advantage of the second-year students, since both groups achieved similar marks in the written components of final exams for both interteaching modules.
- interteaching
- active learning
- student perceptions
there is increasing evidence that active learning facilitates understanding by stimulating engagement in higher-order thinking tasks (1, 9, 38), where students build, test, and refine mental models of what is being learned (20, 21, 25). Active learning is particularly focused on learning rather than teaching (2) and, by its nature, is student centered (25). To encourage the use of active learning in a physiology context, we developed and implemented an "interteaching" format that incorporated both self-directed learning and discussion.
Boyce and Hineline (5) introduced the term interteaching, and there have been a number of studies supporting the effectiveness of this method of learning (e.g., Ref. 6). Although there are many different formats, the basic model involves self-directed learning (students work through study materials before class time). During class time, students then discuss their understanding of the study material (and describe any difficulties encountered) with their peers. An instructor, who may answer questions and encourage discussion, usually facilitates this process, and information regarding areas of difficulty is then used as a basis for followup lectures (5, 30). Thus, the format represents a reversal of traditional didactic teaching (lecture first and then discussion). Within this framework, active learning plays a pivotal role (4, 38) because it enhances the retention of concepts (9), encourages students to think more deeply about study material (9, 38), and involves students doing something rather than just being passive receivers of information (22). However, interteaching may be hindered by a number of factors, including students' lack of understanding of how to actively learn as well as an unwillingness of teachers to change their approach and their lack of experience/familiarity with active learning methods (23). Despite these difficulties, interteaching typically results in better student learning outcomes than lecture-based learning (6, 30, 31, 32). There are also other self-directed or interactive teaching formats similar to interteaching, such as the "flipped classroom," which Lage and colleagues (16) defined as an educational format that consists of interactive group learning in the classroom, including peer-assisted learning, and video-based individual instruction outside the classroom.
In our novel interteaching model, students from a large multidisciplinary human physiology class (n = 380) were provided with an introductory lecture and subsequently undertook self-directed learning before attending tutorial sessions. However, unlike other interteaching formats, students were only asked to identify and discuss areas of difficulty with their peers and, although a tutor was present to encourage discussion, no feedback was provided regarding the study material itself or answers to study questions. Therefore, the students were directly in control of their discussion, and areas of difficulty identified were then used as a basis for teacher-generated short explanatory video clips, which were made available online after the tutorial session. The present study examined the outcomes of this interteaching approach by assessing student perceptions of their learning and by measurement of academic performance. Since the class contained both first- and second-year undergraduate students, it was of particular interest to compare how these different groups dealt with a novel learning environment. In contrast to the first-year students, the second-year students had already completed a semester of physiology, and we were therefore interested in how their prior experience might affect their perceptions of the interteaching exercise (14).
The participants in this study were drawn from 380 undergraduate students studying human physiology at RMIT University. The class comprised first-year Health Sciences students (67%) and second-year Medical Sciences students (33%), with 54% female students and 46% male students between 18 and 47 yr (mean: 23 yr), of whom 76% were aged between 18 and 20 yr. Two hundred sixty participants agreed to take part in the study representing 68% of the total class: 135 first-year students (57% of the first-year enrollment) and 125 second-year students (88% of the second-year enrollment). All students participated in all aspects of learning and assessment, and students who did not give consent to participate in the study were not disadvantaged in any way.
Two types of learning models were used during the teaching period for the one-semester undergraduate Human Physiology course. Teaching was divided into four modules of 3 wk each. Modules 1 and 4 used a traditional lecture-based teaching model, whereas modules 2 and 3 used a novel interteaching method. Students were provided with an online manual containing an introduction to the interteaching methodology, reading material and relevant references to their textbook, case scenarios, summary information, and review questions. They were required to go through this material and attempt the questions before attending tutorials, which started in the second week of modules 2 and 3. Module 2 covered the renal system, with a detailed coverage of processes and clearance and control systems, whereas module 3 covered blood (including the structure, formation, and function of blood and blood cells) and immunity (including cell types and formation as well as immune activities and allergic reactions). The module assessment included an online multiple-choice quiz, a laboratory, and questions in the final exam (both written and multiple choice). This assessment structure was the same for the noninterteaching modules as well. Although it would have been preferable to randomise the order of the interteaching modules, this was not possible due to logistical issues related to program timetabling.
Tutorials were based on student-oriented discussion groups, each of ∼10 students, randomly assigned from the same program and year level. Study material and questions were discussed by each group to identify areas of difficulty. This information was also shared during large class discussions where the groups came together. Short video clips were subsequently generated by the academic staff to cover identified areas of difficulty and made available online for students to access after the tutorial. These were used instead of lectures to provide effective flexible delivery to a large class (24). For each interteaching module, students participating in the study also completed a questionnaire at the end of each tutorial, covering issues relating to their perceptions of their learning and understanding (see below).
Learning skills.
All students were assessed with respect to their active learning skills and demonstrated prior preparation, engagement within tutorials, and identification of areas they were having difficulties with. Students were given a copy of the assessment guidelines before the start of the tutorials. The assessment was partly a group assessment within peer groups (50%) and partly an individual assessment (50%). Although a tutor invigilated, each tutorial was student centered, while another tutor observed and assessed the students' performance during each tutorial. Tutors were rotated between groups to avoid these being confounding variables, whereas students remained in the same groups to remove student variability as a confounding variable.
The questionnaire comprised the following five questions, with a four-point Likert scale (in parentheses), and was only given to students who consented to the study:
1. How prepared were you for the tutorial? (1 = not prepared, 2 = a little prepared, 3 = adequately prepared, and 4 = very prepared)
2. How interested were you in the material covered for the tutorial? (1 = not at all interested, 2 = a little interested, 3 = somewhat interested, 4 = very interested)
3. How difficult was the topic that was covered in the tutorial? (1 = very easy, 2 = easy, 3 = difficult, 4 = very difficult)
4. How good was your understanding of the topic covered in the tutorial? (1 = poor, 2 = adequate, 3 = fair, 4 = excellent)
5. How good was your group's understanding of the topic covered in the tutorial? (1 = poor, 2 = adequate, 3 = fair, 4 = excellent)
Human ethics.
Approval for this study was obtained from the RMIT Human Ethics Committee. All students were given a plain language statement and a consent form to complete if they wished to take part in the entire study, which included completing a questionnaire in the tutorials. Only data from students who consented to participation were used in this study.
Data analysis.
Statistical analyses were carried out using SPSS. Analyses for homogeneity (Levene's test) and normality (Shapiro-Wilks test) were carried out to determine whether to use parametric or nonparametric analysis. Data were found to be both normally distributed and to have homogeneity for variance. Analyses carried out were correlation (Kendall's), independent t-tests comparing first- and second-year students, and paired t-tests for comparison between modules for each group, using P < 0.05 for statistical significance. Reliability analysis for the questionnaire found a high level of validity (Cronbach's α = 0.87). Data are expressed as means ± SD.
A statistical analysis of the final written exam results was performed for modules 2 and 3 using an independent and paired t-test. Comparisons were made between first- and second-year students within and between these modules.
Tutorial questionnaires.
While both first- and second-year students gave perceived difficulty the highest response in module 2, first-year students reported a significantly greater level of perceived difficulty than second-year students [first-year students: 3.62 and second-year students: 3.17, t(256) = 2.21, P < 0.05; Fig. 1A]. However, for module 3, first-year students reported a significant reduction in perceived difficulty [t(246) = 1.65, P < 0.05], with no significant difference compared with second-year students [first-year students: 3.21 and second-year students: 3.01, t(256) = 1.83, P > 0.05; Fig. 1A]. The level of reported preparation for both groups was comparable for module 2 [first-year students: 2.92 and second-year students: 2.71, not significant (NS)], and although the second-year value remained stable for module 3 (2.71), the first-year value rose to a significantly higher level than the second-year value [first-year value: 3.09 and second-year value: 2.71, t(256) = 2.19, P < 0.05]. In comparison, the level of perceived interest was low and stable for both groups (Fig. 1A), with no significant difference found for either module [module 2 t(256) = 0.98, NS; module 3 t(256) = 0.08, NS]. Although the level of perceived individual understanding was similar for both groups for module 2, first-year students had a significant increase in their perceived understanding for module 3 compared with second-year students [first-year students: 3.6 and second-year students: 2.35, t(256) = 9.35, P < 0.01; Fig. 1B]. However, the level of group perceived understanding did not differ between first- and second-year students throughout the study (module 2 first year: 3.08 and second year: 3.07, NS; module 3 first year: 3.01 and second year: 3.01, NS), nor was there any significant change in the level across the study for either group (Fig. 1B).
A significant positive correlation was found for first-year students for module 2 between reported preparation and perceived individual understanding (r = 0.514, P < 0.001, r2 = 0.264), whereas perceived difficulty and perceived individual understanding were negatively correlated (r = −0.353, P < 0.01, r2 = 0.125) for module 3. However, for second-year students, the only significant correlation was between reported preparation and perceived interest for module 2 (r = 0.374, P < 0.01, r2 = 0.140).
Active learning performance.
For module 2, second-year students had significantly higher individual active learning skills than first-year students [first-year students: 55% and second-year students: 71%, t(246) = 8.31, P < 0.01; Fig. 2]. However, for module 3, there was no significant difference between first- and second-year students (first year students: 69% and second-year students: 70%, NS). The level of first-year individual active learning increased significantly between modules 2 and 3 [module 2: 55% and module 3: 69%, t(246) = −9.34, P < 0.01].
For module 2, the second-year group active learning was significantly higher than that for the first-year group [first-year group: 63% and second-year group: 70%, t(246) = 2.18, P < 0.05; Fig. 2], however, for module 3, there was no significant difference between the level of group active learning (first-year group: 68% and second-year group: 70%, NS).
Exam results.
A statistical analysis of the final written exam results for modules 2 and 3 found no significant differences between first- and second-year students for the average mark for either module [module 2 t(256) = 6.01, P > 0.05; module 3 t(256) = 5.97, P > 0.05] or for first- or second-year students within each module [module 2 first-year students: t(248) = 1.95, P > 0.05; module 2 second-year students: t(236) = 3.24, P > 0.05; module 3 first-year students: t(248) = 0.03, P > 0.05; and module 3 second-year students: t(236) = 3.45, P > 0.05].
Overall, we were encouraged by the adjustment of both first- and second-year students to the novel learning environment. The interteaching method ensured that students were exposed to active learning, both in preparation for the tutorials and within the tutorials themselves. Although the time course of adjustment differed between the first and second years, all students, on average, achieved a reasonable measure of active learning (∼70%) by module 3.
Student progress was very much dependent on self-directed learning rather than didactic lecture presentations. The first-year students, without the benefit of a prior semester of physiology, started the interteaching period with a lower measure of active learning with respect to both individuals and groups but adjusted their active learning to match the second-year students during module 3.
A key component of our study was the introduction of active learning within a novel interteaching learning environment. Some of the survey questions related to self-efficacy, task value, and goal orientation, all of which are motivational components (27, 28, 37). This is particularly important since motivation is a key contributor to strategy selection (2) and academic performance (7, 27, 35). For example, feedback on difficulty relates to self-efficacy, i.e., a student's judgement of their ability to complete a task. Self-efficacy also depends upon prior knowledge and is closely related to academic outcomes (8, 10, 11, 16, 26, 28). The second component of motivation, interest, is closely related to the task value assigned by students, defined by how important the performance of a task is to them personally (15). Finally, understanding is closely related to learning goals since students compare the perceived gap between their current learning and the specified goal(s). In addition to motivational feedback, the students also provided strategic feedback with respect to their degree of preparation for the tutorials; we were thus able to compare motivational and strategic perceptions with the quantitative measurements of individual and group performance in the tutorials.
The second-year students' stable level of perceived difficulty and their reasonably high level of active learning in the tutorials suggested a rapid adjustment to the new learning situation. This is likely related to the fact that they had already completed a semester of physiology and thus possessed prior knowledge and study approaches that gave them confidence in their approach to the learning material. On the other hand, the first-year students, who lacked such prior knowledge, started the interteaching project with a lower measure of active learning and a much higher level of perceived difficulty. However, their perception of difficulty decreased (with a concomitant increase in self-efficacy) and their active learning was equivalent to the second-year students for module 3. The importance of this improvement is highlighted by the negative correlation found between perceived difficulty and perceived understanding in module 3 (r = −0.353, P < 0.01, r2 = 0.125) for the first years. This process may have been facilitated by the requirement for the students to undertake self-directed learning and identify areas of difficulty before the tutorials, because this requires high-level cognitive strategies (3). In addition, improved self-efficacy may have been facilitated by the peer-based interactive tutorials. It is logical to assume that the feedback students received from their peers about their understanding resulted in affirmation of their learning capability (13). In this vein, it has been shown that discussion is a particularly powerful method of encouraging information retention, motivation, and the development of thinking skills (19).
Both first- and second-year students demonstrated a low level of perceived interest during the study irrespective of their level of active learning in the tutorials, their level of prior experience, or, in the case of first-year students, changes in their perceived level of difficulty and understanding. This finding appears surprising, particularly since it would be presumed that there is a strong relationship between interest and academic success. However, there are numerous studies that have shown diverse outcomes in relation to interest and learning (e.g., Refs. 34 and 36). Our findings in relation to interest are in line with a study of deep comprehension, where no relationship was found between interest level and prior knowledge (33). However, the lack of interest does not necessarily mean that the students were not engaged, because they were placed in a learning environment where they were required to actively interact (26).
Second-year students appeared to underestimate their individual perceived understanding or overestimate their perceived group understanding, based on the finding that individual understanding was significantly lower than group understanding, for both modules, despite a lack of significant difference between measures of individual and group performance in tutorials. On the other hand, for module 2, first-year student perceptions of understanding were in line with the level of individual and group active learning in tutorials. However, for module 3, first-year students rated their individual understanding as significantly greater than that of the group, even though the individual and group performance in tutorials were essentially the same. Although we are unable to determine the basis for these misconceptions, particularly the opposite bias demonstrated by first- and second-year students in module 3, it is clear from the literature that student self-assessment is often less accurate than their assessment of another person or group (12, 17).
We were able to gain some insights into the strategic approaches used by the students since they provided feedback with respect to the amount of preparatory work carried out before the tutorial sessions. The amount of reported preparation carried out by second-year students remained constant between the two modules, indicating that they felt their preparation was appropriate for the task. However, by module 3, first-year students had a level of reported preparation significantly higher than second-year students, a feature corresponding with their increased individual understanding and improved active learning. The development of first-year learning skills appears to have compensated for the "prior learning" advantage of the second years. This "equalling" effect also translated to the final exam (essay component) where no year differences were found for either module 2 or module 3 scores.
There are four main limitations to our study. First, we did not attempt to make a comparison between the intertaught modules and the traditionally taught modules with respect to end-of-course results. Thus, we were unable to comment on whether the student-centered approach was more effective than the traditional didactic approach. Second, the first- and second-year students differed not only in whether or not they had taken a prior physiology course but also with respect to the programs they were undertaking. Be that as it may, several programs contributed to each of the year groups studied and we have no reason to believe that the nature of any program per se impacted on how students performed in the interteaching intervention. Even if some bias did exist, we suggest that the main difference between first- and second-year students related to their prior experience. Third, the comparison between qualitative and quantitative results leads one to question to what extent students are accurately judging their performance (29); however, we feel that potential biases in this area do not necessarily invalidate the general study findings (18). Finally, perceived difficulty will depend on both the self-efficacy of a particular student and the "actual" (from an academic perspective) difficulty level of the topic. The decrease in level of perceived difficulty shown by the first-year students between modules 2 and 3 may well depend on a dynamic interaction between these two components. It might be argued that these changes could be explained by a difference in the actual difficulty level between the modules (with module 3 being easier than module 2). However, no difference in perceived difficulty was found for the second-year students and, in addition, there was no significant difference between the final exam marks (essay component) between modules 2 and 3 for either year group. The increase in pretutorial preparation shown by the first-year students also makes it unlikely that they were transitioning to an "easier" module. However, the first-year students did show increased learning capability during this period, and the increase in self-efficacy appears to be supported by the fact that the final exam marks (essay component) was not significantly different between modules 2 and 3 for the first-year students.
The overall comparison between first- and second-year students provides us with information regarding the potential benefits of prior learning and the time course required for adaptation to the interteaching method used. Such information may be useful when introducing interteaching in other contexts.
This work was made possible with the support of an RMIT University Learning and Teaching Investment Fund grant.
No conflicts of interest, financial or otherwise, are declared by the author(s).
B.B. and R.G.G. conception and design of research; B.B. performed experiments; B.B. and R.G.G. analyzed data; B.B. and R.G.G. interpreted results of experiments; B.B. prepared figures; B.B. drafted manuscript; B.B. and R.G.G. edited and revised manuscript; B.B. and R.G.G. approved final version of manuscript.
The authors acknowledge Dr. Andrea Chester (RMIT University) for her support in developing this study.
- Copyright © 2016 The American Physiological Society


text:
QuakeForge is a 3D graphics game engine based on id Software's legendary Quake® and QuakeWorld® game engines.
|Game Engine 3D
|Operating Systems
|Linux (32 and 64 bit) Win32/64
Release Notes: This release adds a new GLSL renderer which pretty much looks like the software renderer. Demo playback can be recorded now. SDL Audio fixes have been applied. Anti-Lag is provided in quakeworld server.
Release Notes: The only update is to add more supported keys for X11 clients.
Release Notes: Global fog is now working for single and multi-texture rendering. Z_Realloc() now zeros expanded memory. This is probably the final beta before 0.6.
Release Notes: Improved compatibility with other clients, minor OpenGL startup fixes, and an __INFINITY__ constant for Ruamoko.
Release Notes: This release includes key binding improvements, brings back the "loading" plaque, and fixes an apparent hang, with some other fixes too.
A Fluent OpenStack client API for Java.
A TWiki appliance that is easy to use and lightweight.


text:
The Sony PS3: The End of Modern Civilization As We Know It
View Single Post
November 20th, 2006, 02:09
Exactly. The majority are happy. Its called tyrrany of the center, or tyranny of the masses. Its the thing that controls what songs hit the top 10 list. What shows get what ratings, etc. Its the reason Oprah is a billionare, even though her show is unwatchable by any sane minded individual.
I don't blaim the TV producers or the channel Oprah is on because Oprah gets good ratings and it sucks. If no one wtached it, it wouldn't generate money, and wouldn't be on the air to suck at all.
Now, when it comes to movies, tyranny of the center works for me. I like most movies I see, even B movies. I have very easy taste when it comes to movies. If it isn't all lovey dovey, kissy huggy, gay gay I'll probably like it, or at least be entertained by it. More crappy movies are made because of me, and people with questionable movie taste like me, because we spend money on them. The critics or people with good movie tatse shouldn't be mad that hollywood won't make another fancy, artsy movie. They should be mad that people like me make crappy, mindless nonsesne movies profitable.
So, I'm with the masses when it comes to movies, against them when it comes to games. Either way, the relationship between the publisher, developer, and game buyer is reciprical. The gamers buy this type of game, the publisher wants to finance this type of game, so developers that picth this type of game get the debt.
Its how the system is supposed to work. Its working correctly. But it all starts and ends where the money is, and thats in the hands of the consumer (game buyer). Just because I consider Oprah crappy doesn't mean my opinion matters, as she is a billionare, and Bethesda has a cash cow with Oblivion, and Teenage girls control whats on the music top 10.
My whole point is, blaim the consumer, not the producer. Its supply and demand.
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Climate future of Maine
Tenants Harbor — Maine State Climatologist Jacobson of the University of Maine Climate Change Institute has tracked climate change from 60,000 years ago up to the present time.
On Thursday, March 20, at 7 p.m. in the Tenants Harbor town office he will offer surprising insights gleaned from field work and historical data. Long Term View of Climate Change and Its Local Implications will include his thoughts about the climate future for Maine. Printed material on climate change in Maine will be available.
Sponsored by the St. George Conservation Commission and the Friends of St. George. Refreshments provided free. More information: stgeorgemaine.com.


text:
Canadian Forest Service Publications
Publications by M. Chiasson
2 records.
Spruce budworm (Choristoneura fumiferana) antifeedants 3. Structure-activity relationship among some angularly functionalized decalin compounds
Schwerdtfeger, A.E.; Chan, T.H.; Thomas, A.W.; Strunz, G.M.; Salonius, A.; Chiasson, M.
Year: 1993
Catalog ID: 6160
Available from: Atlantic Forestry Centre
CFS Availability: Print (free)
Potential of Margosan-O, an azadirachtin-containing formulation from neem seed extract, as a control agent for spruce budworm, Choristoneura fumiferana
Thomas, A.W.; Strunz, G.M.; Chiasson, M.; Chan, T.H.
Year: 1992
Catalog ID: 6192
Available from: Atlantic Forestry Centre
CFS Availability: Print (free)
This may not be a complete list of the author's publications. This list provides the author's publications since he or she joined, or worked in cooperation with, the CFS. When available, another link is provided for periods of work elsewhere.
- Date modified:


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Dear Mary: My grandson is getting married soon, and neither he nor his fiance can cook. Could you please recommend a good all-purpose cookbook AND a microwave cookbook for newlyweds who will have a tight and limited budget? I'm thinking this would be a useful l wedding gift. Thank you for your time in answering my question. It is appreciated. — Connie R.
Dear Connie: Oh, this is so much fun for me because I feel like I have a captive audience in your kiddos, and a willing giver in you. I love, "Help! My Apartment Has a Kitchen Cookbook: 100 + Great Recipes with Foolproof Instructions," by Nancy Mills and her son Kevin Mills. It's written in college-student speak, so your kids should find it reader-friendly and not at all intimidating. And it hits on the basics such as grilled cheese sandwiches, French toast, baked salmon with garlic and al dente asparagus, just to name a few. And the book teaches cooking "How To's," like how to peel garlic, how to get the whole meal on the table at once, what to do with leftovers, and on it goes. This book is a gem. It was first published in 1996, but has been updated and revised since. My tattered copy is a testament to how I have used it myself and learned a great deal. Perhaps my favorite chapter of all, "Food to Keep on Hand So You Won't Starve."
As for a microwave cookbook, you can't beat, "Not Your Mother's Microwave Cookbook: Fresh, Delicious and Wholesome Main Dishes, Snacks, Sides, Desserts, and More," by Beth Hensperger. It is a lovely book with recipes plus instruction for everything from hot dips to eggs, rice, fish, poultry, savory sauces and sweet treats. Calling her recipes "homemade fast food," I think your kids will be quick learners as soon as they discover all they can do with a microwave oven.
I wish your grandchildren much happiness. Your gifts will promote that because I believe there's something about well-prepared food that brings hearts and souls together.
Mary invites questions at firstname.lastname@example.com,


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WeatherTech Bug Deflector 50198
- Our Price: $79.95
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- Rating: (122)
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Select your vehicle details above to ensure item compatibility.
- Stand up to rocks, bugs, and road debris with a WeatherTech Bug Deflector
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Stones and bugs on the highway are at best an annoyance on your windshield and at worst a serious road hazard. Don't let rocks, bugs, and debris get the best of your ride by outfitting your vehicle with a WeatherTech Bug Deflector.
This bug shield is made of ultra-strong, scratch-resistant acrylic plastic that gladly takes a beating and still looks great. The smoked finish gives a nice custom look to your front-end, and its carefully engineered design provides tough protection while maintaining aerodynamic integrity. Installation takes under 10 minutes, and requires no drilling. Simply attach the Deflector with 3M automotive-grade double-sided tape, or use fasteners that mount into existing holes in your vehicle's hood (for most vehicles).
Don't the road's tiniest hazards ruin your vehicle's front end. Keep your vehicle showroom-ready with a WeatherTech Bug Deflector. Backed by a 3-Year Warranty.
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2010 suburban looks even better. Easy to install, also put one on my wife's 2011 Equinox, easy to install an looks great!
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Showing 6 of 122 reviews. See All Reviews.


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Johnson & Johnson Debuts Animated Web Ad Series; company departs from traditional TV spots with big emphasis on web marketing aimed at emotional bond between mother and child (first episode features Mariska Hargitay… doing a creepy baby voice). (The Wall Street Journal)
Commerce Dept. Launches Record Number of Piracy Cases; says 2007 saw 217 IP-related cases filed and $200 million worth of bootlegged goods seized; in a separate report, the Intl. Intellectual Property Association wants Canada placed on a "Priority Watch List" for failure to fight piracy. (Variety)
ABC Appeals $1.4 Million Indecency Fine; FCC imposed the fine after the network showed bare buttocks (and the side of a breast) before 10 p.m. … on NYPD Blue… in 2003. Yup, that makes sense. (Reuters)
YouTube Gets Mobile in Latin America; America Movil will feature content from the vid-sharing site on cell phones. (Reuters)
TVTonic Gets ON Networks Content; free Internet TV app will features HD shows like Golf Tips with Joe Beck, On Dating, and sketch comedy from Backpack Picnic. (release)


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Murattu Kaalai Movie DVD Online
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Watch Murattu Kaalai Movie DVD Online
Murattu Kaalai (Tamil: முரட்டுக்காளை ) is a Tamil action film directed by K. Selva Bharathy. A remake of the same-titled 1980's Rajinikanth-Jaishankar starrer, it stars Sundar C. and Sneha in the lead roles. The film, which had been under production since 2008, released on 15th June 2012
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text:
Legal Question in Employment Law in California
Is it illegal for a company to bribe an employee with cash to write a false accusation for which they have no proof but one persons word over another
Asked on 8/08/13, 2:46 pm
1 Answer from Attorneys
Terry A. Nelson Nelson & Lawless
Sure, subornation of perjury can be a crime and grounds for a lawsuit for your damages. Proving your case requires far more than your word and speculation.
Answered on 8/10/13, 12:19 pm
Related Questions & Answers
Can an employer decide if benefits contributions are post tax or pre tax? Asked 8/08/13, 11:27 am in United States California Labor and Employment Law


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Bushels of fresh produce have arrived for opening day of the new farmer's market on Saturday. Shoppers may browse from 8 a.m. to noon at Heritage Park in Kenner's historic Rivertown neighborhood.
The market will be open the first and third Saturdays of each month from 8 a.m. to noon through October.
"We are really looking forward to bringing fresh local produce and other goods back to Rivertown," says Maria Bourgeois of the Kenner Parks and Recreation Department. "There will be a variety of products sold, from fruits, vegetables and dairy products to honey, jams, jellies and seafood."
Bourgeios said several attractions have been planned, such as cooking demonstrations with chef Chris Montero from Café B on opening day. Upcoming events will include visits from chef John Besh, who will hold a cookbook signing; chef Andrea Apuzzo of Andrea's Restaurant in Metairie; and representatives from King Kooker, who will boil crawfish and share tips on boiling seafood.
Information booths on gardening and cooking will also be featured, along with contests and entertainment.
The Community Development Department, which manages the Kenner Food Bank, will purchase leftover produce at the end of the market to be donated to the food bank.
"We hope the farmer's market can also serve as a way to get fresh healthy foods to those who most need it in Kenner," Bourgeois said.
Admission and parking are free.
For information on selling at the market, contact Bourgeois at 504.468.7211.


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Disney Feature Spends 3 Weeks - $7M in Creede, CO
July 9, 2012 - Disney's newest production of 'The Lone Ranger', starring Johnny Depp as Tonto and Armie Hammer (The Social Network) as the Lone Ranger, has finished up a 3 week stretch of filming near the small town of Creede, Colorado. The film has generated plenty of buzz in Colorado and has reportedly spent 7 million dollars near Creede after 11 weeks of set construction and 3 weeks of filming. Security was boosted, discouraging curiosity seekers around the canyons surrounding Creede. There were intermittent road closures throughout the week lasting about 20 minutes outside of town on Highway 149.


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The state and federal legal issues associated with permitting service animals in the workplace revolve around the Americans with Disabilities Act, reasonable accommodations and what constitutes undue hardship.
Question: Must employers allow service animals in the workplace? We have an employee who is legally blind and has a guide dog at work with him. Some employees have expressed a dislike about having to work with the animal in the workplace. What should we do in this situation? Must we allow the dog to stay?
Answer: Yes. Unless you can prove that the presence of the guide dog in the workplace creates a safety hazard and/or an undue hardship for the company, you must allow the dog to stay.
There is no hard-and-fast rule under the Americans with Disabilities Act requiring employers to allow guide dogs to accompany disabled employees in the workplace. However, employers with 15 or more employees must make reasonable accommodations for employees with disabilities unless the accommodation would cause an undue hardship to the operation to the business or present a direct threat to health and safety.
What is considered a "reasonable accommodation" and what constitutes an "undue hardship" varies by employee, employer, position and condition. Yet federal statutes, regulations, guidance and case law all suggest that prohibiting a legally blind employee from being accompanied to work by his guide dog is an unlawful denial of a reasonable accommodation.
Even if federal law did not apply in this case, many states impose similar obligations on employers as the ADA does.
Employee complaints alone will not likely constitute an undue hardship, and assuming that there is no evidence to indicate that the legally blind employee's guide dog presents a direct threat to health and safety, the company will likely have to permit the dog to accompany the disabled employee in the workplace.
Federal Law
Title I of the ADA prohibits with employers with 15 or more employees from discriminating against any employee on the basis of a disability. Americans with Disabilities Act of 1990, 42 U.S.C.A. §§ 12111(5)(A), 12112(a) (2008).
However, an employee is only covered under the ADA if he or she can perform the "essential functions" of the job with or without a reasonable accommodation. Id. at § 12111(8).
The term "disability" is defined as "a physical or mental impairment that substantially limits one or more major life activities." Id. at § 12102(1)(A). An individual's ability to see is one of the enumerated "major life activities" under the ADA, and therefore, legal blindness is likely considered a disability under the ADA. See id. at § 12102(2)(A); see, e.g., Canny v. Dr. Pepper/Seven-Up Bottling Grp, Inc., 439 F.3d 894, 900 (8th Cir. 2006) (finding legally blind employee to be "disabled" under the ADA on the grounds that his "visual impairment ... substantially limits [his] major life activity of seeing").
Unlawful discrimination in the ADA context includes "not making reasonable accommodations to the known physical or mental limitations of an otherwise qualified individual with a disability who is an applicant or employee, unless [the employer] can demonstrate that the accommodation would impose an undue hardship on the operation of the business." 42 U.S.C.A. § 12112(b)(5)(A).
State Laws
Many states also have laws either requiring employers to make reasonable accommodations or prohibiting employers from discriminating against employees with disabilities.
For example, New Jersey law provides that "[u]nless it can be clearly shown that a person's disability would prevent [a] person from performing a particular job, it is an unlawful employment practice to deny an otherwise qualified person with a disability the opportunity to obtain or maintain employment, or to advance in position in his job, solely because such person is a person with a disability or because such person is accompanied by a service or guide dog." N.J. Stat. Ann. § 10:5-29.1 (West 2012) (emphasis added).
Similarly, New York law provides almost identical protections for employees. See N.Y. Civil Rights Law § 47-a (McKinney 2009).
The Reasonable-Accommodation Requirement
Generally speaking, an accommodation is "any change in the work environment or in the way things are customarily done that enables an individual with a disability to enjoy equal employment opportunities." Enforcement Guidance: Reasonable Accommodation and Undue Hardship Under the Americans With Disabilities Act, n.3 (last updated October 22, 2002) (quoting 29 C.F.R. pt. 1630 app. § 1630.2(o) (1997).
"Reasonable accommodations" are defined as "[m]odifications or adjustments to the work environment," that either "enable an individual with a disability who is qualified to perform the essential functions of th[e] position; or ... to enjoy equal benefits and privileges of employment as are enjoyed by its other similarly situated employees without disabilities." 29 CFR §§ 1630.2(o)(1)(ii)-(iii).
While Title I of the ADA does not specifically mention service animals as a reasonable accommodation, federal guidance suggests that "it would be a reasonable accommodation for an employer to permit an individual who is blind to use a guide dog at work even though the employer would not be required to provide a guide dog for the employee." 29 C.F.R. Appendix to Part 1630 -- Interpretive Guidance on Title I of the Americans With Disabilities Act Introduction, § 1630.2(o) [hereinafter Title I Guidance].
Courts considering an employer's obligations under the ADA have found that prohibiting a disabled employee from bringing a service dog to the workplace may be considered an unlawful denial of a reasonable accommodation.
In one instance, a court granted a wheelchair-bound employee an injunction requiring her employer to allow her service dog to accompany her to work after a jury found the employer failed to "identify and make a reasonable accommodation [for] her[,] ... [and] provide her with an equally effective opportunity in the workplace." See Branson v. West, No. 97 C 3538, 1999 WL 1186420, at *13 (N.D. Ill. Dec. 10, 1999) (finding the defendant hospital violated federal law by denying the plaintiff "the reasonable accommodation of being accompanied by her service dog while at work").
The employer contended that allowing the service dog to accompany the plaintiff to work would create a "logistical nightmare," and present difficulties in preventing the dog's contact with allergic or fearful patients. Id. at *8-9.
The court dismissed the employer's arguments as unbelievable, unsupported and speculative primarily because the hospital already allowed Seeing Eye dogs, the presence of which was indistinguishable from the plaintiff's service dog. Id.
At least one court has even found that an employer may be required to install mats in the hallways of a workplace in order to prevent a guide dog from slipping and falling while assisting a disabled employee. See McDonald v. Dep't of Envtl. Quality, 351 Mont. 243, 255, 265 (2009) (reversing and remanding a lower court's finding that no precedent existed under either Montana law or the ADA requiring an employer to accommodate "the special needs of a service animal" by physically altering the workplace).
While the plaintiff's claim in McDonald was based on Montana law, the court recognized that it was "useful and appropriate to consider federal statutes, regulations, and case law as persuasive authority," because the Montana law in question was modeled after the ADA. Id. at 256.
The court noted that an employer's obligations with respect to service animals are no different than those with respect to wheelchairs. Just as an employer may be required to install ramps ensuring employees using wheelchairs may move throughout the workplace effectively, they may also be required to install mats to ensure a service animal can move around without slipping and falling. Id. 262-63.
So, not only may employers be required to allow service dogs to accompany disabled employees in the workplace, they also may be required in some states to make additional accommodations to ensure the employee's assistive device -- in this case, a service animal rather than a wheelchair -- may effectively assist the employee in performing the essential functions of the job.
In some cases, however, the use of a service animal will not be considered a reasonable accommodation, and an employer will not be required to permit an employee to bring one into the workplace.
In Schultz v. Alticor/Amway Corp., the court held that the employee was not denied a reasonable accommodation when his employer prohibited his service dog to accompany him to work on the grounds that the dog was not "necessary in carrying out the essential functions of his job." Schultz v. Alticor/Amway Corp., 177 F. Supp. 2d 674, 678 (W.D. Mich. 2001).
Originally, the employer in Schultz permitted the plaintiff, a facilities designer with a hearing impairment, permission to bring his service dog to work, but after several employees complained, the employer refused to allow the service animal in the workplace. Id. at 675-76.
Because the plaintiff's job mainly involved his sitting at a desk and producing drawings, the court could not imagine how the dog would assist him in performing the essential functions of his job. Id. at 678. Thus, the employer did not unlawfully deny the plaintiff a reasonable accommodation by prohibiting his service dog from accompanying him to work. Id. at 678-679.
Given that the focus of your question is on an employee who is legally blind (rather than hearing impaired), and assuming that the guide dog assists the employee in performing the essential functions of his job, prohibiting him from being accompanied by a guide dog in the workplace is almost certainly an unlawful denial of a reasonable accommodation unless you can prove that the service dog poses an undue hardship and/or safety threat to the company.
The Undue-Hardship Argument
Undue hardship is defined as "an action requiring significant difficulty or expense," when considering the "nature and cost of the accommodation" in light of the overall circumstances and condition of the employer. See 42 U.S.C.A. §§ 12111(10)(A)-(B); 29 CFR § 1630.2(p) (setting forth the factors to be considered in determining whether accommodation will result in undue hardship).
The undue-hardship analysis is a fact-intensive inquiry that will vary from employer to employer, situation to situation. However, employee complaints will likely be insufficient to show "significant difficulty or expense," primarily because allowing a guide dog to accompany to a legally blind employee results in little if any financial expense at all, as employers are not required to care for or provide an employee's service animal. Title I Guidance, § 1630.2(n); see, e.g., U.S. Department of Justice, Civil Rights Division, Disability Rights Section, Commonly Asked Questions About Service Animals in Places of Business, ADA.gov (last updated Jan. 14, 1998) ("The care or supervision of a service animal is solely the responsibility of his or her owner. [The employer is] not required to provide care or food or a special location for the animal.").
Undue hardship may be a viable defense when, for instance, an accommodation permits a disabled employee to switch from full-time to part-time, resulting in significantly increased workloads for other employees to such an extent where the business' operations are significantly disrupted. See Enforcement Guidance: Reasonable Accommodation and Undue Hardship Under the Americans With Disabilities Act, EEOC.gov (last updated Oct. 22, 2002).
It is also a viable defense when the company would have to incur unreasonable high expenditures to permit the presence of the animal.
Your question does not suggest that the employee's service dog is a safety threat to the company. It also does not suggest that the presence of the service dog requires any additional expenditure on behalf of the company, would result in increased workloads for others or disrupt the business in any significant way.
The only concern raised by your question is that other employees do not want to work with the animal at the workplace. However, employee complaints about working with a service animal that assists a disabled employee in performing the essential function of his or her job, will likely not be deemed, in and of themselves, as creating an undue hardship for the company. As a result, the service dog must be allowed to stay.
Keisha-Ann G. Gray is senior counsel in the Labor & Employment Law Department of Proskauer in New York and co-chair of the Department's Employment Litigation and Arbitration Practice Group.


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Trips and Itineraries for Kitulgala
Top Places To Visit in Kitulgala
Hotels and Homestays in Kitulgala
Weekend Getaways from Kitulgala
About Kitulgala
Things to do: Kitulgala is one of the wettest places in Sri Lanka. The Kelani River at Kitulgala offers grade three rapids that make for a thrilling experience for travellers arriving here for the adventure. The experience is open for professionals as well as beginners. Travellers have shown a growing interest in rainforest adventure camping inside the jungles of Kitulgala. Apart from rafting, waterfall abseiling is another exciting adventure luring visitors to this serene corner of Sri Lanka.Best time to visit: Go to Kitulgala for white-water rafting from May to December. It's unsafe to go white-water rafting here during heavy rainfall.
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Bring the ultimate digital entertainment experience to your house with an LG home theater system. Using the most advanced digital sound and video technology available, LG delivers home theater systems with movie theater quality so you can enjoy more amplified entertainment from the comfort of home.
Browse other items in the LG Home Theater Systems 2014 collection from Furniture and ApplianceMart in the Stevens Point, Rhinelander, Wausau, Green Bay, Wisconsin Rapids, Marshfield, East and West Madison, Wisconsin area.
Nothing on this page may be copied or reproduced without explicit permission.


text: The show that closes this evening with a reception and live music is billed as an "art experience," but "anthology" might be more apt. Oft-decorated as a Duke student last year, Sarah Goetz won prizes and awards for performance, film, documentary and visual work, all of which are present in this show. More than 30 watercolor paintings around the gallery bear scrutiny. Poems written in an infinitesimal script hide in their swirls. Visitors can participate in a bimodal film experience, too. Hand-painted 16-mm film is projected onto your face; in turn, you're video-projected onto the storefront across Parrish Street. But the big feature of the show is a hurricane spiral of suspended paper scraps that fills the gallery's width. In each medium, Goetz strives for engagement. The event runs 7–10 p.m. —Chris Vitiello


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"How I went from an Insecure Weakling in
...and how YOU CAN NATURALLY transform into a sexual beast too!!"
As bad as your current performance in bed may be, I GUARANTEE YOU that you can:
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Hey my friend,
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Over the last nine years, I've helped tens of thousands of men transform into powerful figures in the bedroom, both physically and mentally, with the help of all-natural sexual techniques and exercises, as well as the knowledge of what it takes to fully satisfy a woman in bed.
Before I share with you any of these techniques, I'd like to tell you a little about myself so that you can see where I'm coming from.
I also want you to realize that you can improve your sex life beyond what you ever thought was possible, even if you currently consider yourself a complete chump in bed.
I wasn't always a "Mr. Manpower". In fact when I was younger I was horrible in bed, and absolutely clueless as to what it took to satisfy a woman.
I was FAR from being a Mr. Manpower... and I've suffered many humiliating events thanks to this. I've had women laugh at my almost child-like, flaccid penis size.
I've been deeply humiliated by overwhelming premature ejaculation and a complete lack of sexual stamina. I was once with this girl who I really loved very deeply. Let's call her "Natalie" (sounds like her real name). I really felt that Natalie was "the one"...
At first things were lovely. The sex was great (at least for me; random blowjobs while driving, swallowing...), the relationship was fun and exciting, and she even brought up the subject of us being with each other for a long time... I thought I was set. No more hunting and searching... I had found the one that "completed" me, as cliché as that sounds.
...but my premature ejaculation, smaller than necessary penis, powerful refractory period, and inability to make her orgasm used to make me really insecure about the relationship... especially as time went on.
My main "mission" in the relationship was to give her an orgasm, but no matter what I did, I couldn't make her cum. I would always ask her after sex if she had an orgasm, and I'd get the same answer...
Then there was the time where I was giving it all I had, penetrating as hard as I could when she screams out "GO DEEPER!!!"
I used to try and overcompensate in areas other than the bedroom. To make up for my sexual weakness, I would buy her expensive gifts and take her to expensive clubs and restaurants.
I purchased books from dating "gurus" and took in all sorts of knowledge in the dating niche in order to maintain Natalie's attraction towards me.
All the attraction "game" worked well at first, but the bad sex created such a hole in our relationship that no matter how "cocky and funny" I was, no matter how much "prizability" I gave myself, I just couldn't make up for her lack of sexual satisfaction.
Little by little our relationship became more and more strained until I learned that she was cheating on me with another guy.
I bumped into a mutual friend at a bar one night and he told me "you're not dating Natalie anymore, right?"
I said "yeah, I thought I was, why?"
"Oh man... she's with some older dude that lives near her... you don't want any part of that".
After hearing this devastating news, my life immediately came crumbling down, at least for the moment (and the following months)...
This news left me shell-shocked and really upset. I felt emasculated, defeated and betrayed... and I knew it was all due to the bad sex... I was deeply envious of this man that was able to physically lock down "my lady".
About a year later, I received a call from Natalie. She was pregnant with her new boyfriend's baby, and after I digested this gnawingly painful news I asked her why was it she left me:
She said the only reason she left me was that I couldn't satisfy her in bed. She absolutely loved every other aspect of our relationship. While I was somewhat devastated to hear this news, at least it confirmed my suspicion:
Women Need Absolutely Amazing, Fully Satisfying Sex
To Really Feel Complete With A Man
You may be an absolutely fantastic guy in all other areas of your relationship, but if you suck at pleasing your girl in bed, you can bet that she's fantasizing about sex with another guy... or comparing you to previous men who were able to get her off...
Once I realized how important SEX was to a woman I decided that this was one area of my life that I definitely needed to improve and take control of.
I made a promise to myself to do whatever it took to enhance my own abilities in bed.
I invested in all sorts of pills and devices that promised everything from being the cure for premature ejaculation to increasing my penis size....
Many hundreds of dollars later I learned the hard way that none of these pills do much of anything...at least for lasting longer or increasing penis size.
These so called "male enhancement pills" may slightly improve your libido and give a little extra kick to your erections (thanks to the shitload of aphrodisiacs they pack into those caplets), but they generally cost quite a bit, you need to buy them on a regular basis, and they don't fulfill half the promises they make...
Look up consumer complaint boards for your favorite brand of male enhancement pills in order to confirm this.
No "male enhancement" pills or products needed to buy on a regular basis, our body provides us with SO MUCH sexual potential...
I decided to find out if there were ways to improve my sex life other than pills or products.
I'm a man, and I want to rely on my own natural sexual abilities, not some superficial or external source. So over the past 20+ years, I've consumed piles of books and articles on sexual techniques and have "practiced, practiced, practiced" in the process of figuring out what works and what doesn't work to improve my size, stamina, testosterone production, hardness and overall sexual abilities.
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...I've been able to increase the length of my own erection from just under 6 inches to a much thicker, 7.5 inches. I have a much larger flaccid penis now, and I'm still gaining size to this day.
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These are just some of the sexual skills and knowledge I've gathered over my many years of research in this area...
Not to brag, but whenever I sleep with a woman she sticks to me like glue... which can be both a blessing and curse (depending on whom I'm sleeping with), but I rather have them sticking to me than running from me.
I no longer have to worry about a woman leaving me because of bad sex... and with sex this good, women are willing to overlook almost any other faults I may have.
I initially spread these techniques to my close friends and the results they shared with me were equally as astonishing as what I witnessed first-hand.
One of my friends added over an inch in length to his penis within a few months, and the other guy, a few years my senior, completely cured the premature ejaculation he's had his entire sex life.
Another friend of mine finally gave his wife an orgasm... and she had told him she's never had one her entire life... EVEN ON HER OWN!
Since realizing just how powerful this information is, and upon multiple requests for me to do it, I've finally gotten around to putting together all my knowledge into one comprehensive guide called Mr. Manpower's Guide To Overall Manhood Enhancement.
It took a little while to get it all down, and compile it into one easy-to-read guide, but it's been worth it.
Over the last few years, tens of thousands of men from all over the world have downloaded my guide, and all I hear from them are fantastic feedback, further providing me with the confidence to be Mr. Manpower...
It blows my mind the results these men are achieving in penis size, sexual stamina and overall potency in bed when applying these techniques...
All of the techniques in Mr. Manpower's Guide to Overall Manhood Enhancement are based on sound physiological principles. I've steered clear from all the pills or "external" products. When applying theses techniques you're only harnessing your body's own latent capabilities.
I've created Mr. Manpower's guide to be the first, last, and only resource you'll ever need to permanently enhance your sexual performance in all areas.
Here is a quick look at what you'll pick up from Mr. Manpower's Guide (and I guarantee this):
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On top of what I've already mentioned, I'll also show you how to master the Male Multiple Orgasm Technique.
This esoteric technique developed by the Taoists will teach you how to maintain your erection after orgasm, and will let you experience as many orgasms as you'd like without losing any erectile strength.
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The male multiple orgasm technique also works to eliminate your refractory period... no down-time after orgasm.
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How Much Does The Ultimate Sex Guide For Men Cost?
Mr. Manpower's Guide To Overall Manhood Enhancement sells for $39.95. Just a one-time payment and you're set for life. You'll have all the tools needed to fully satisfy any woman that crosses your path, ever again.
You've got to think about this... even if you didn't know any better, and were to purchase some male enhancement pills, do a little research and see how much they charge for a single month's supply! $39.95 at least, and that's just for one month!
Money Back Guarantee and FREE Support From Mr. Manpower Himself
To help prove to you that this is the only sexual tool you will ever need for the rest of your life (other than your erection), I guarantee that you'll see a major increase in penis size, sex drive, erection strength, sexual stamina, and ability to give a woman multiple orgasms or your money back!!
For a refund, just send an email to firstname.lastname@example.com with "refund" in the subject line, and you'll be refunded within 1 business day.
My money-back guarantee also extends to being able to perform the male multiple orgasm technique, overcome psychological ED or anything else you are looking to achieve from the guide.
In addition, if you happen to have questions about anything on this program just send me an email with your question and I'll personally get back to you.
In other words, you can try my guide completely risk free, and I'm here to help you utilize these techniques to the fullest.
(***For the before-and-after photos showing the results men have achieved with these natural penis enlargement techniques, send an e-mail to email@example.com with the subject line "photo proof". You'll receive a reply with a link to the photos).
Mr. Manpower's Techniques Are Unique and Cannot Be Found Elsewhere
We're living in the information age, where answers are just a "Google" away. This provides people with the false feeling that ANY info they want is readily available (and correct).
Well, I've been researching on how to improve my own sexual abilities for over two decades now. For you to gather all of the info I have in my mind (and have put into the guide), it will take you years of non-stop researching, (as well as practice) to get to such a level of understanding.
Not to mention that there is TONS of misinformation (especially on these subjects), and techniques that don't work. I've weeded through the nonsense, and have forged a gleaming diamond of a program on how to naturally become a longer, harder, longer-lasting and more effective lover.
Skip the time wasted, and get right to the techniques that work. To back up my claim that Mr. Manpower's techniques will be unique and new to you, if you purchase my guide and feel that this info isn't anything new to you, my money-back guarantee applies to you as well.
How Can I Be Sure That Mr. Manpower's Guide Works?
I'm sure all of this sounds almost too good to be true. But I give you my word as a man and as a decent human being that wants to see you succeed - all of these techniques work as promised.
But if you don't want to take my word for it, I understand. I'm a skeptic myself. So take PayPal's word. I've been accepting payments solely through PayPal for over 8 years now (even if you pay directly on my site with a credit card, it's through a PayPal payment gateway). If I was constantly conning folks out of their money, or not providing refunds, then PayPal would have dropped me long ago... But to the contrary, with more than 20,000 guides sold and a refund rate of lower than 1%, PayPal is very happy with me.
Or take the word of men who've read my guide. I'm a strong believer in karma, and I wouldn't be able to live with myself knowing I was making up testimonials (as I'm positive many products do). These are the real words of real men who've read my guide and applied the techniques.
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You can waste your time and money wishing you could improve your sexual abilities, or you can download Mr. Manpower's Guide right now and transform your sexual performance for the rest of your life!
Have a good one!
-David Carreras aka Mr. Manpower
Mr. Manpower's Guide to
Overall Manhood Enhancement
P.S: I'm highly confident I'll solve whatever sexual problems you currently face – whether you are wondering "how can I increase my penis size?" or "how do I last longer?", or "how do I make a woman orgasm?", or any other concern you may have... no worries. These all-natural techniques have worked for me and for the thousands of men who have downloaded my guide. Read a little more on my personal story of natural penis enlargement, and overall sexual mastery here. Then download the ultimate sex guide for men today!


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Winds gusting up to 110 km/h, blowing snow and wind chills values between -45C and -50C are predicted for most of Newfoundland and Labrador this weekend.
And that spells no relief for islanders who do not have power or are experiencing rotating electricity blackouts.
On Saturday morning, Newfoundland and Labrador Hydro reported that St. John's, Gander, Corner Brook, Grand Falls, Conception Bay North and several other regions were without power and estimated it would be restored in the afternoon. It urged residents and businesses to avoid unnecessary electricity usage and reduce consumption as much as possible over the weekend.
"A powerful low pressure system which brought more than 35 cm of snow to eastern Newfoundland overnight is continuing to intensify as it moves east of the Grand Banks this morning," Environment Canada said on its site Saturday morning. "A cold west to northwesterly flow of Arctic air will prevail in its wake."
The agency said that western Newfoundland would experience "frequent onshore flurries and local snow squalls, combined with strong northwesterly winds gusting up to 90 km/h," resulting in blowing snow throughout Saturday with visibility at times reduced to zero.
It also issued an extreme wind chill warning for Moncton and southeast New Brunswick.
Southern Ontario's respite from bitterly cold temperatures was expected to end Sunday as Environment Canada forecasted a winter storm bringing heavy snow would arrive Sunday. "Current indications suggest that many places will see snowfall amounts of 15 to 20 cm," it said on its site.
The agency said it would be "windy and sharply colder again Monday with blowing snow and lake effect snowsqualls."
Heavy snow and blizzard conditions were forecast for much of the Prairies, and Albertans were advised to prepare to deal with wind chills that ranged from -25C to -35C.


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Home > Press Releases > 2006
Johns Hopkins Medicine
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Media Contact: Audrey Huang
410-614-5105; firstname.lastname@example.com
Oct. 4, 2006
-- Centers Suggested By Faculty To Speed Up Complex Collaborations
The Institute for Basic Biomedical Sciences at The Johns Hopkins University School of Medicine has formally established eight new research centers to collectively tackle such complicated questions in biology as the genetic roots of obesity and the relationships among the five senses.
"Over the past decade, advances in molecular biology, genetics and instrumentation have made it possible to address complex questions that until recently seemed quite out of reach," says Stephen Desiderio, M.D., Ph.D, professor of molecular biology and genetics and director of the Institute for Basic Biomedical Sciences. "By promoting intensive collaboration and the development of new technology, these new centers will empower scientists here and elsewhere to address the challenges posed by these advances."
The centers, described in detail below, will focus the combined talents of about 30 laboratories and new technologies on how living things receive and process information from all five senses; how genetic information outside the chromosomes is controlled and passed through generations; and how cells coordinate their shape and structure to either move or stay put, a critical element of everything from normal development to cancer metastasis.
Traditionally, academic medical centers house clinical researchers and basic science researchers separately – faculty are further divided and housed within separate departments, "a balkanization that poses artificial barriers to collaborative work," says Desiderio. "In the new centers those borders will be erased," he says.
"Many important, unsolved problems in biology and medicine will clearly benefit from the integration of diverse approaches, such as those employed in chemistry, genetics, computational sciences, cell biology and clinical research," says Desiderio.
Noting that the collaborative centers are "the product of a grass-roots effort by the faculty," Desiderio lauds his colleagues for the "creativity, energy and vision that they have brought to this adventure."
The Institute for Basic Biomedical Sciences centers at Hopkins are:
High Throughput Biology Center
The first of the centers, the High Throughput Biology Center, was established over a year ago. High throughput biology involves doing large-scale experiments, testing or examining often hundreds if not thousands of samples at one time. High throughput approaches take advantage of a number of disciplines, including biology, physics, chemistry, mathematics, computer science and engineering, which come together to build equipment, design experiments and analyze data. Research at this center focuses on how cells and whole organisms are structured and how they control the chemical reactions and other molecular interactions required for them to function.
Center for Epigenetics
The sequence of the human genome contains the genetic blueprint – instructions for life. How genes are controlled, however, is not entirely contained in the sequence itself. Instead, it has become increasingly clear that the control of genes often lies outside of DNA sequence, either in the form of chemical tags to the DNA or proteins that bind to DNA. The field of epigenetics aims to understand how cells establish and maintain these controls and what happens when cells lose this control. Epigenetics has been implicated in a number of diseases like Beckwith-Wiedemann and Rett syndromes as well as some neuropsychiatric diseases. The center brings together experts studying a number of model organisms from a number of different disciplines, including biochemistry, genetics, medicine and biostatistics.
Center for Sensory Biology
Animals have developed intricately specialized systems to receive, process and interpret information from the outside world. Research to uncover the molecular players in these systems has revealed that similar molecules and biochemical pathways are involved in seemingly different functions, such as detecting light, seeing in color, tasting, smelling, hearing, feeling and touch, and the ability to sense temperature or pain. This center is the first and only of its kind to combine the expert study of all five senses in one location.
Center for Metabolism and Obesity Research
This center will focus on three themes that will lead to advances in two of the most urgent global health problems, obesity and diabetes. Researchers will study how cells use sugars and fats to build molecules required for survival, how cells regulate the conversion of food into energy and how the body regulates levels of hormones and other chemicals in response to available nutrients. The research will focus on metabolism at a cellular level, looking at factors influencing cell survival, growth and aging. At the level of the whole organism, the center will address how nutrients, hormone levels and energy usage affect reproduction, exercise capacity, cognitive function, feeding behaviors and longevity.
Center for Cell Dynamics
Cells are incredibly complex in how some of them retain their shapes to provide structure to certain tissues or organs like skin, for example, or how other cells change shape to crawl around, which is characteristic of metastatic cancer cells. These functions require tens of thousands of biochemical reactions every second in living cells. To really understand molecular events underlying cell behaviors like the spread of cancer via metastasis, researchers must observe these biochemical reactions in living cells in real time, which is not yet possible with currently available tools. This center will develop new technologies like biosensors, microscopes and computer programs to help visualize how cells divide and move. As a result, researchers can better understand how cells control their behaviors and can potentially develop new classes of diagnostics for cancer or other diseases.
Center on Drug Addiction
The compulsive drive to take drugs – drug addiction – is a considerable public health problem. An unsolved mystery in biology is how brief exposure to certain stimuli – like drugs of abuse – can generate long-lasting, sometimes life-long changes in behaviors like learning and memory. In fact, learning, memory and addiction share similarities in that each depends on experience. Repeated experience causes nerve cells to change in ways that are not well understood. In an effort to better understand addictive behavior and ultimately combat addiction, this center will bring together clinicians who work with addiction, neuroscientists who study how nerve cells communicate with each other, and molecular biologists who study the molecules used by nerve cells to alter how the cells behave.
Center for Chemoprotection
An aging population combined with major recent successes in controlling cardiovascular diseases is dramatically shifting the pattern of human diseases toward dominance by cancer and chronic degenerative conditions. Recent research has shown that molecules found in many edible plants have detoxifying properties that may counteract inflammation and other cellular stress that contribute to the spread of cancer and degenerative conditions. To investigate new ways to reduce cancer risk and disabilities associated with aging, this center brings together scientists who study molecular pathways that signal, respond to and prevent toxicity, and researchers who study animal and human models of cancer and chronic degenerative diseases.
Center for Transport Biology and Medicine
We learn in grade school that the human body is more than 60 percent water, yet how does that water stay contained and how is it transported properly within the body? The study of transport biology focuses on the movement of water and salts into and out of cells. Failure to properly regulate transport of water and salts can lead to diseases like cystic fibrosis, or other medical conditions like hypertension or diarrhea. This center will integrate genetics and clinical and basic sciences to study how molecules involved in transport affect the function of the lung, kidney and gastrointestinal tract, for example. One main focus of the center will be the discovery of new drug and gene therapies to treat conditions arising from faulty transport.
On the Web:


text:
Conduct an independent online search regarding enterprise resource planning soft
Conduct an independent online search regarding enterprise resource planning software (ERP). In a 1-2 page Word document, address the following prompts:
Briefly summarize the nature of ERP software.
What are some advantages to incorporating ERP in a business setting?
What are some of the more popular ERP software packages? What features do these ERP packages utilize that make them preferred by a given business?
What sorts of difficulties does a business face when incorporating ERP software? How would you address these difficulties if your business considered adding ERP software to its operations?
Cite all research sources using proper APA format
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Lupine Betty R 10 Lights
|(0 Reviews)
Product DescriptionThe brightest helmet lamp in the world has just become even brighter. Our top model emits almost unbelievable 4500 lumens, outperforming everything you might have seen by far. In addition to the Betty R's extensive setting options, the revolutionary wireless remote control offers unprecedented ease of use. With this floodlight you are the king of the night. Betty R 10 comes with an 9.9 Ah Smartcore battery and a helmet mount; to put it on a handlebar an optional mount-set is available.
Mtbr Bike Lights Shootout - over 50 bike lights reviewed, photographed and measured here.


text: Does anyone knows what type of glue the industry uses in the assorted lead tape we normally use? Is it gummy type glue, or a double sided duck tape sort of thing? I'm trying to know what it is, because I want to make a new type of lead tape for my frames. All answers welcome (yes even troll ones, you never know, from withing something stupid, may lay a brilliant answer) Thanks


text:
Thanks for thy present! None sweeter or better.
A poem for Thanksgiving Day
John Greenleaf Whittier 9 p.m., Nov. 22
Former Union-Tribune enterprise reporting editor Susan White has departed the paper and is now in New York working as an editor for a new foundation-funded website that debuted last week, promising to deliver in-depth reporting of the national scene. Dubbed ProPublica.org, the operation boasts "the largest news staff in American journalism devoted solely to investigative reporting, with roughly 25 fulltime reporters and editors."
Another recent San Diego addition to ProPublica's talent bank: Joaquin Sapien, an ex-writer for the Washington, D.C.–based Center for Public Integrity who earlier this year landed briefly here as biotech correspondent for La Jolla investor Buzz Woolley's Voice of San Diego nonprofit news and political gossip site. … The financial disclosure statement of presumptive GOP presidential nominee John McCain values "Residential Property, La Jolla, CA," owned by the senator and wife Cindy, at greater than $1 million. No other details are provided.
Gee, Cindy McCain owns a lot valued at $1,000,000 in La Jolla. It must be vacant.


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The Distaff in 84 was run at the same distance as the Classic. Based on her time, Princess Rooney would have beaten the colts handily. She was magnificent!
Cape Blanco should definitely get Turf HOY. He beat all comers.
Cape Blanco looking like American Turf champion this year!
Copyright © 2010 -
Horse Racing Labs, LLC


text:
Which One Suits the best?
I'm going to Japan for 10 days,
do I need to purchase JR pass? can I use JR pass to go to Mount Fuji, Gala Yuzawa and Kawazu?
because I read some tour packages to Kawazu and Gala Yuzawa are included 3 days rail pass.
is it a waste to pay for the tour if I aleady have JR pass?
or I just can buy the tour for travelling to Kawazu and Mount Fuji, then buy the shinkansen tickets when I go to Osaka n Kyoto?
thanks ! ^^
Hello there,
A 7 day JR Pass is well forth considering if you include a visit to Gala Yuzawa and Osaka. The JR Pass covers both the Shinkansen from Tokyo - Galayuzawa and to Osaka. Additionally much of your local travel is included, such as Karuizawa, local JR lines in Osaka and Osaka, travel to Universal and Kyoto and much more. All together this adds to nice savings compared to purchasing normal JR tickets.
I would not use a tour package if you already have JR Pass, as this way you may pay double for transport. Also Japan is very accessible, generally you are fine touring on your own.
For Fuji, there are different ways to visit the Fuji area. For options, have a look at this post.
Hope this helps,
Order your Japan Rail Pass Online
Starting from $257.00 for 7 days of unlimited Japan Rail travel
Please note: we are only able to handle order related enquiries via our online direct support. Commercial advertising is prohibited as per our website terms.


text:
Friday, November 24, 2017
MS House Video Feed
MS Senate Video Feed
Chris McDaniel Calls on Senator Cochran to Lead Common Core Opposition in Mississippi - #mssen
McDaniel Calls on Senator Cochran to Lead Common Core Opposition in Mississippi
Republican Chris McDaniel today called on Senator Thad Cochran to lead Mississippi GOP in opposition to federal implementation of Common Core. There will be a vote in the Mississippi State Legislature this week on this year's education budget, H.B. 1476.
"Common Core is yet another federal usurpation of the rights of free people to determine what is best for themselves and their children," said McDaniel. "Not only will Common Core negatively impact the ability of states and school districts to determine what works best for them, it also poses a serious problems for students who have benefited from expanded school choice," he continued. "As a long-tenured leader in this state it is time Senator Cochran took a vocal stand against Common Core and asked the GOP in Mississippi to stop Common Core in its tracks."
Yesterday, Tuesday, March 4, Chris McDaniel and conservatives in the Mississippi State Senate introduced an amendment that would remove funding for Common Core. Sadly, the amendment was only able to garner five votes. The bill will now proceed to the floor for debate.
Chris McDaniel Campaign Release
Posted March 5, 2014 - 11:25 am
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text:
You are here
Play a board game, get a driving licence
Sierra Leone does not have a high standard of driving. Its road death rate is some 800 times worse than that of the UK: last year saw 380 people killed on the nation's roads, a terrifying statistic in a country of barely 50,000 cars.
Something, clearly, must be done. And that something is… a board game.
We jest not. In in a bid to raise driving standards, Sierra Leone's police have released a board game that prospective drivers will have to buy and play before taking to the roads.
"It will help a lot," said Morie Lenghor, an inspector for the country's police force and inventor of the game. "Most crashes here are a result of ignorance of the highway code."
Perhaps unsurprising, when most Sierra Leoneans have never taken a driving test, instead paying a small sum of money for their licence.
"I realised that a lot of people don't like reading much," explains Lenghor, "but what if I can put the highway code in a game that is attractive to young people?"
You want to know how to play, don't you? Us to. Details are sadly scarce, but insiders have described the gameplay as "a bit like Scrabble." However addictive Sierra Leone Road Test Scrabble Battleships might be, we can't imagine it could hold a candle to TopGear's very own family favourite, pictured above and currently riding high at 7,198 in the Amazon games list…
Still, does this make Sierra Leone the only country in the world where you want more points in your driving test, not fewer?
What do you think?
This service is provided by Disqus and is subject to their privacy policy and terms of use. Please read Top Gear's code of conduct (link below) before posting.


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Peter Ott's to change location
Camden — After 40 years at 16 Bay View St., Peter Ott's Restaurant is moving down the hill to Camden Harbor at 16 Bay View Landing, next to Grand Harbor Inn.
"Patrons can gaze out on the harbor while enjoying the same quality and consistency of our staple items in addition to some new food options," chef and owner Peter Masin-Peters said of the new location.
The last night at the current location will be Saturday, March 29.
"There will be cosmetic changes under way at the new location, keeping our loyal customers in mind. We anticipate re-opening at the end of April. Lunch will be served seasonally and dinner nightly. We are so excited to welcome our old and new customers to our beautiful new location," he said.
For more information, please contact Masin-Peters at 236-4032.