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Participating Organization(s)
National Institutes of Health (NIH)
Division of Program Coordination, Planning and Strategic
Funding Opportunity Title
Research Education Program for Laboratory Animal Medicine Veterinarians (R25)
Activity Code
R25 Education Projects
Announcement Type
Reissue of RFA-RR-11-003 & RFA-RR-10-002
Related Notices
Funding Opportunity Announcement (FOA) Number
Companion Funding Opportunity
Not Applicable
Catalog of Federal Domestic Assistance (CFDA) Number(s)
Funding Opportunity Purpose
This funding opportunity announcement issued by the Office of Research Infrastructure Programs (ORIP), Division of Program Coordination, Planning, and Strategic Initiatives (DPCPSI), Officer of the Director, NIH, solicits Research Education Grant (R25) applications to provide research education for veterinarians interested in pursuing a career in Laboratory Animal Medicine (LAM). The objective is to prepare veterinarians to be competent and proficient in the field of Laboratory Animal Medicine in support of biomedical investigations with emphasis on performing collaborative research, and development and maintenance of animal models in support of translational research activities.
Posted Date
May 18, 2012
Open Date (Earliest Submission Date)
June 18, 2012
Letter of Intent Due Date
Not Applicable
Application Due Date(s)
July 18, 2012, by 5:00 PM local time of applicant organization.
AIDS Application Due Date(s)
Not Applicable
Scientific Merit Review
October 2012
Advisory Council Review
January 2013
Earliest Start Date(s)
April 2013
Expiration Date
July 19, 2012
Due Dates for E.O. 12372
Not Applicable
Required Application Instructions
It is critical that applicants follow the instructions in the SF 424 (R&R) Application Guide except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.
Part 1. Overview Information
Part 2. Full Text of the Announcement
Section I. Funding Opportunity Description
Section II. Award Information
Section III. Eligibility Information
Section IV. Application and Submission Information
Section V. Application Review Information
Section VI. Award Administration Information
Section VII. Agency Contacts
Section VIII. Other Information
This FOA encourages applications from organizations that propose creative and innovative research education programs in the mission area(s) of the NIH. The NIH Research Education (R25) grant mechanism is designed to support the development of creative and innovative research education programs for the development of biomedical, behavioral, and clinical researchers, or for public education and outreach on health-related research to a variety of audiences. Although research education grants are not typical research instruments, they do involve experiments in education and/or dissemination of research knowledge that require an evaluation plan in order to determine their effectiveness. As such, each application must include a plan to evaluate the activities proposed (see Section IV, "Evaluation Plan (Component of Research Education Program Plan)").
Veterinarians educated in Laboratory Animal Medicine (LAM) perform a critical role in the biomedical/behavioral research community by providing professional management and direction for research animal resources and programs. The Division of Program Coordination, Planning, and Strategic Initiatives (DPCPSI), Office of Research Infrastructure Programs (ORIP), National Institutes of Health (NIH), and other NIH Institutes and Centers (IC) invest substantial resources in support of basic and translational research. Several national reports have established the need for additional veterinarians educated in laboratory animal medicine (e.g., National Needs and Priorities for Veterinarians in Biomedical Research, National Research Council, National Academies, 2004).
This Funding Opportunity Announcement (FOA) is intended to stimulate academic institutions to expand post-doctoral research education programs to increase the number of veterinarians trained in laboratory animal medicine in order to address the shortage of these specialty trained individuals serving the biomedical research community and conducting related biomedical research. NIH-funded programs will benefit from this initiative, because of the significant investment in biomedical/translational research programs utilizing animal resources, and assurance that investigator animals are well cared for and healthy. The overall goal of this DPCPSI/ORIP research education program is to ensure that highly trained laboratory animal medicine veterinarians will be available in adequate numbers to support the Nation's biomedical, behavioral, and clinical research and resource needs within the NIH mission areas.
Applicant institutions must propose a comprehensive and complete research education program. The proposed program supplements an established program that requires at least three years to complete and must be approved by the American College of Laboratory Animal Medicine (ACLAM) at the time the application is submitted. Information on ACLAM training program requirements can be found on the following web site: http://www.aclam.org. Funds from this FOA must be used to increase the number of participant positions at the institution, and not to support veterinarians currently enrolled in the laboratory animal medicine program. Each participant position will be funded for two years of a three-year program. A participant is defined as a veterinarian who graduated from an American Veterinary Medicine Association (AVMA) accredited or AVMA listed school or college of veterinary medicine, who is accepted by the eligible institution to receive education in laboratory animal medicine. The program should include but is not limited to didactic and clinical components as they relate to biomedical research and research support. Participants are also expected to gain knowledge and experience in biomedical research methodology. The research required may be conducted at any time during the two-year education period funded under this FOA. Since this Research Education Program requires the use of animals, applicants should respond to the 5 components listed in the Vertebrate Animal Section of the application. IACUC approval must be received by ORIP prior to use of any animals in education or research. The intent is to prepare graduate veterinarians to become competent laboratory animal veterinarians capable of participating in collaborative research and performing research support activities. Following completion of this program, participants are expected to have acquired knowledge and professional skills in the biology and care and disease recognition and management (diagnosis, treatment, prevention, etc.) of laboratory animals; clinical skills; use of laboratory animals in biomedical/behavioral and translational research; animal welfare; animal model selection criteria; laws, regulations, policies, and accreditation standards; ethical use of laboratory animals in research; and any additional training the institution deems appropriate for this program. Participants are also expected to acquire administrative and research skills needed to manage and direct laboratory animal research/resource programs. The proposed research education program may complement other, ongoing research training and education occurring at the applicant institution, but the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support.
The education provided under this FOA must involve the laboratory animal species commonly used in biomedical/behavioral research. If diverse species are not present at the applicant institution, alternate plans for receiving such instruction and experience should be described. Under this FOA, applicant institutions may partner with other institutions to enhance the depth and breadth of knowledge and experience for the participants, resulting in an increase in the number of laboratory animal species available to the educational program. Applicants planning to use other facilities for educational activities must provide letters of agreement signed by all participating institutions.
The Program Director/Principal Investigator (PD/PI) must be a veterinarian with laboratory animal medicine training and experience and be board certified by ACLAM. The qualifications and experience of the PD/PI must be adequately described in the application. The qualifications and experience of participating faculty and trainers must also be adequately described.
Applicants may request 1-3 participants based upon factors such as recruitment potential, capacity, past record of providing educational opportunities or training for veterinarians in LAM, and number successfully passing ACLAM Specialty Boards; however, Division of Program Coordination, Planning, and Strategic Initiatives (DPCPSI/Office of Research Infrastructure Programs (ORIP)/NIH will consider providing an equitable distribution of participants among eligible institutions submitting meritorious R25 applications. Funds obtained through this FOA must be used for the education of additional (new) participants and not current participants.
See Section VIII, "Other
Information" for policies related to
this announcement. This FOA encourages applications from applicant
organizations that propose creative and innovative education programs in the
mission area(s) of the NIH. Although research education grants are not
typical research instruments, they do involve experiments in education of
research knowledge that require an evaluation plan in order to determine their
effectiveness. A plan must be provided for program evaluation.
The R25 is not a substitute for an institutional research training program (T32) and cannot be used to circumvent or supplement Ruth L. Kirschstein National Research Service Award (NRSA) mechanisms.
Funding Instrument
Application Types Allowed
The OER Glossary and the SF 424 (R&R) Application Guide provide details on these application types.
Funds Available and Anticipated Number of Awards
The number of awards is contingent upon NIH appropriations, and the submission of a sufficient number of meritorious applications.
The Division of Comparative Medicine/ORIP/DPCPSI intends to commit Approximately $600,000 for FY2013. The total amount to be awarded under this FOA is $3,000,000 pending availability of funds and receipt of a sufficient number of meritorious applications. The total number of awards for this FOA is anticipated to be 3-5.
Award Budget
Application budgets are limited to $112,000/yr./participant, and need to reflect actual needs of the proposed project.
Award Project Period
Up to 5 years.
Personnel Costs
Individuals designing, directing, and implementing the research education program may request salary and fringe benefits appropriate for the person months devoted to the program. Salaries requested may not exceed the levels commensurate with the institution's policy for similar positions and may not exceed the congressionally mandated cap. (If mentoring interactions and other activities with students/participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with students/participants are not allowable costs from grant funds).
Participant Costs
Participant costs (salaries)
must be itemized in the proposed budget, and cannot exceed
$50,000/year/participant and must be commensurate with compensation received
by individuals in similar programs at the institution. Fringe benefits may
not be paid from this grant; however, costs of providing health insurance are
Other Program-Related Expenses
Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution. Support for program expenses of up to $10,000/participant may be provided with funds from this grant.
Indirect Costs
Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees and expenditures for equipment), rather than on the basis of a negotiated rate agreement.
NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made in response to this FOA.
Higher Education Institutions
The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:
Nonprofits Other Than Institutions of Higher Education
For-Profit Organizations
All Program
Directors/Principal Investigators (PD(s)/PI(s)) must also work with their
institutional officials to register with the eRA Commons or ensure their
existing eRA Commons account is affiliated with the eRA Commons account of the
applicant organization.
All registrations must be completed by the application due date.
The sponsoring institution must assure support for the proposed program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned program.
Institutions with existing Ruth L. Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving NIH support. In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution.
Non-domestic (non-U.S.) Entities (Foreign Institutions) are
not eligible to apply.
Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.
Foreign components, as defined in the NIH Grants Policy Statement, are not allowed.
Applicant organizations must complete the following registrations
as described in the SF 424 (R&R) Application Guide to be eligible to apply
for or receive an award. Applicants must have a valid Dun and Bradstreet
Universal Numbering System (DUNS) number in order to begin each of the following
All Program Directors/Principal Investigators (PD(s)/PI(s)) must also work with
their institutional officials to register with the eRA Commons or ensure their
existing eRA Commons account is affiliated with the eRA Commons account of the
applicant organization.
All registrations must be completed by the application due date. Applicant organizations are strongly encouraged to start the registration process at least 4-6 weeks prior to the application due date.
Any individual(s) with the skills, knowledge, and resources
necessary to carry out the proposed research as the Program Director/Principal
Investigator (PD/PI) is invited to work with his/her organization to develop an
application for support. Individuals from diverse backgrounds, including underrepresented
racial and ethnic groups, individuals with disabilities, and women are always
encouraged to apply for NIH support.
For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF 424 (R&R) Application Guide.
The PD/PI must be a veterinarian with laboratory animal medicine training and experience and be board certified by ACLAM and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required. The research mentors/preceptors should be an established investigator in the scientific area in which the application is targeted.
This FOA does not require cost sharing as defined in the NIH Grants Policy Statement.
Applicant organizations may submit more than one application, provided that each application is scientifically distinct.
NIH will not accept any application in response to this FOA that is essentially the same as one currently pending initial peer review unless the applicant withdraws the pending application.
Resubmission applications may be submitted, according to the NIH Policy on Resubmission Applications from the SF 424 (R&R) Application Guide. Applicants not submitting an A1 application in response to RFA-RR-10-002 are eligible to resubmit under this FOA.
Researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as preceptors/mentors. Mentors should have research expertise and experience relevant to the proposed program. Mentors must be committed to continue their involvement throughout the total period of the mentee's participation in this award.
Applications must describe the intended participants, and the eligibility and/or specific educational background characteristics that are essential for participation in the proposed research education program. Identify the career levels essential for postdoctoral veterinarians participation in the planned program.
Unless strongly justified on the basis of exceptional relevance to NIH, research education programs should be used primarily for the education of U.S. citizens.
Applicants must download the SF424 (R&R) application package associated with this funding opportunity using the "Apply for Grant Electronically" button in this FOA or following the directions provided at Grants.gov.
It is critical that applicants follow the instructions in the SF424 (R&R) Application Guide, except where instructed in this funding opportunity announcement to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.
For information on Application Submission and Receipt, visit Frequently Asked Questions – Application Guide, Electronic Submission of Grant Applications.
The forms package associated with this FOA includes all applicable components, mandatory and optional. Please note that some components marked optional in the application package are required for submission of applications for this FOA. Follow the instructions in the SF 424 (R&R) Application Guide to ensure you complete all appropriate "optional" components.
All page limitations described in the SF424 (R&R) Application Guide and the Table of Page Limits must be followed.
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
Facilities & Other Resources
Describe the educational environment, including the facilities, laboratories, participating departments, computer services, and any other resources to be used in the development and implementation of the proposed program. List all thematically related sources of support for research training and education following the format for Current and Pending Support.
Advisory Committee (Uploaded via the Other Attachments section)
Provide a plan for the appointment of an Advisory Committee to monitor progress. Composition, responsibilities, frequency of meetings, and other relevant information should be included. Describe the composition of the Advisory Committee, identifying the role and the desired expertise of members. Provide a plan for Advisory Committee approval and selection of participants. Describe how the Advisory Committee will function in providing oversight of the development, implementation, and evaluation of recruitment strategies, the recruitment and retention of candidates, and the evaluation of the overall effectiveness of the program. Note that proposed Advisory Committee members should not be named in the application, particularly if they include individuals from outside the institution.
The filename provided for each "Other Attachment" will be the name used for the bookmark in the electronic application in eRA Commons.
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
All instructions in the SF424 (R&R) Application Guide must be followed, with the additional instructions described below:
The Research Strategy section must be used to upload the Research Education Program Plan, which must include the following components described below: Proposed Research Education Program, Institutional Environment and Commitment, Program Director/Principal Investigator, Program Faculty/Staff, Program Participants, Diversity Recruitment and Retention Plan, Plan for Instruction in the Responsible Conduct of Research, Evaluation Plan.
Proposed Research Education Program (Component of Research Education Program Plan)
While the proposed research education program may complement ongoing research training and education occurring at the applicant institution, the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. When research training programs are on-going in the same department, the applicant organization should clearly describe the distinction between the intended participants in the proposed research education program and the research training supported by the training program. The information should include a description of the education and/or career levels of the planned participants.
Institutional Environment and Commitment (Component of Research Education Program Plan)
Describe the institutional environment, reiterating the availability of facilities and educational resources (described separately under "Facilities & Other Resources"), that can contribute to the planned Research Education Program. Evidence of institutional commitment to the research educational program is required. A letter of institutional commitment must be attached as part of Letters of Support. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program. Describe the availability of laboratory animal species commonly used in biomedical/behavioral research. Describe how the education environment prepares participants for likely success in passing the ACLAM certification examination. Include information on the number of participants successfully passing certification boards, if available. Describe the methods and plans for receiving instruction and experience using diverse laboratory animal species if diverse species are not present at the applicant institution. Applicants planning to use other facilities for educational activities must provide letters of agreement signed by all participating institutions, attached as part of the Letters of Support.
Program Director/Principal Investigator (Component of Research Education Program Plan)
Describe arrangements for administration of the program, provide evidence that the Program Director is actively engaged in research and/or teaching in an area related to the mission of NIH, and can organize, administer, monitor, and evaluate the research education program, as well as evidence of institutional and community commitment and support for the proposed program.
Program Faculty/Staff (Component of Research Education Program Plan)
Describe the characteristics and responsibilities of the participating faculty; provide evidence that the participating faculty and preceptors are actively engaged in research or other scholarly activities related to the mission of NIH. If the applicant proposes a Multiple/PI plan then at least one of the PD/ PI's must be an ACLAM-board certified veterinarian.
Program Participants (Component of Research Education Program Plan)
Where the proposed program involves participants, provide details about the pool of expected participants, their qualifications, recruitment strategies and sources of applicant pool, etc.
Diversity Recruitment and Retention Plan (Component of Research Education Program Plan)
The NIH recognizes a
unique and compelling need to promote diversity in the biomedical, behavioral,
clinical and social sciences research workforce. The NIH expects efforts to
diversify the workforce to lead to the recruitment of the most talented
researchers from all groups; to improve the quality of the educational and
training environment; to balance and broaden the perspective in setting
research priorities; to improve the ability to recruit subjects from diverse
backgrounds into clinical research protocols; and to improve the Nation's
capacity to address and eliminate health disparities.
Accordingly, the NIH continues to encourage institutions to diversify their student and faculty populations and thus to increase the participation of individuals currently underrepresented in the biomedical, clinical, behavioral, and social sciences such as: individuals from underrepresented racial and ethnic groups; individuals with disabilities; and individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research. Institutions are encouraged to identify candidates who will increase diversity on a national or institutional basis.
The NIH is particularly interested in encouraging the recruitment and retention of the following classes of participants:
A. Individuals from racial and ethnic groups that have been shown by the National Science Foundation to be underrepresented in health-related sciences on a national basis (see data at http://www.nsf.gov/statistics/showpub.cfm?TopID=2&SubID=27 and the most recent report on Women, Minorities, and Persons with Disabilities in Science and Engineering). The following racial and ethnic groups have been shown to be underrepresented in biomedical research: Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders. In addition, it is recognized that underrepresentation can vary from setting to setting; individuals from racial or ethnic groups that can be convincingly demonstrated to be underrepresented by the grantee institution should be encouraged to participate in this program.
B. Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities.
C. Individuals from disadvantaged backgrounds who are defined as:
1. Individuals who come from a family with an annual income below established low-income thresholds. These thresholds are based on family size; published by the U.S. Bureau of the Census; adjusted annually for changes in the Consumer Price Index; and adjusted by the Secretary for use in all health professions programs. The Secretary periodically publishes these income levels at HHS - Poverty Guidelines, Research, and Measurement. For individuals from low income backgrounds, the institution must be able to demonstrate that such participants have qualified for Federal disadvantaged assistance or they have received any of the following student loans: Health Professions Student Loans (HPSL), Loans for Disadvantaged Student Program, or they have received scholarships from the U.S. Department of Health and Human Services under the Scholarship for Individuals with Exceptional Financial Need.
2. Individuals who come from a social, cultural, or educational environment such as that found in certain rural or inner-city environments that have demonstrably and recently directly inhibited the individual from obtaining the knowledge, skills, and abilities necessary to develop and participate in a research career.
Recruitment and retention
plans related to a disadvantaged background (C1 and C2) are most applicable to
high school and perhaps to undergraduate candidates, but would be more
difficult to justify for individuals beyond that level of academic achievement.
Under extraordinary circumstances the PHS may, at its discretion, consider an
individual beyond the undergraduate level to be from a disadvantaged
background. Such decisions will be made on a
case-by-case basis, based on appropriate documentation.
New applications must include a description of plans to enhance recruitment of a diverse participant pool and may wish to include data in support of past accomplishments.
Applications lacking a diversity recruitment and retention plan may be delayed or not accepted for review. An award cannot be made if an application lacks this component.
Plan for Instruction in the Responsible Conduct of Research (Component of Research Education Program Plan)
participant supported by this Research Education grant must receive instruction
in the responsible conduct of research. All applications must include a plan to
provide such instruction. The plan must address five components (format;
subject matter; faculty participation; duration of instruction; and frequency
of instruction) as detailed in NOT-OD-10-019.
Applications lacking a plan for instruction in responsible conduct of research may be delayed or not accepted for review. The background, rationale and more detail about instruction in the responsible conduct of research can be found in NOT-OD-10-019. If such instruction is not appropriate for the proposed research education program, then the PD/PI must provide a strong justification for its exclusion.
Evaluation Plan (Component of Research Education Program Plan)
Applications must include a plan for evaluating the activities supported by the award. The application must specify baseline metrics (e.g., numbers, educational levels, and demographic characteristics of participants), as well as measures to gauge the short or long-term success of the research education award in achieving its objectives. Wherever appropriate, applicants are encouraged to obtain feedback from participants to help identify weaknesses and to provide suggestions for improvements.
Resource Sharing Plans
are required to comply with the instructions for the Resource Sharing
Plans (Data Sharing Plan, Sharing Model Organisms, and Genome Wide Association
Studies (GWAS)) as provided in the SF424 (R&R) Application Guide, with the
following modifications:
Applications are expected to include a software dissemination plan if support for development, maintenance, or enhancement of software is requested in the application. There is no prescribed single license for software produced. However, the software dissemination plan should address, as appropriate, the following goals:
Appendix materials will not be allowed. Applications that are submitted containing Appendix material will not be accepted for review.
Part I. Overview Information contains information about Key Dates. Applicants are encouraged to submit in
advance of the deadline to ensure they have time to make any application
corrections that might be necessary for successful submission.
Organizations must submit applications via Grants.gov, the online portal to find and apply for grants across all Federal agencies. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons, NIH's electronic system for grants administration.
Applicants are responsible for viewing their application in the eRA Commons to ensure accurate and successful submission.
Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide.
This initiative is not subject to intergovernmental review.
All NIH awards are subject to the terms and conditions, cost
principles, and other considerations described in the NIH Grants
Policy Statement.
Pre-award costs are allowable only as described in the NIH Grants Policy Statement.
Applications must be submitted electronically following the instructions described in the SF 424 (R&R) Application Guide. Paper applications will not be accepted.
Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.
For assistance with your electronic application or for more information on the electronic submission process, visit Applying Electronically.
All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile Component of the SF 424(R&R) Application Package. Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.
The applicant organization must ensure that the DUNS number it provides on the application is the same number used in the organization's profile in the eRA Commons and for the Central Contractor Registration (CCR). Additional information may be found in the SF424 (R&R) Application Guide.
See more tips for avoiding common errors.
Upon receipt, applications will be evaluated for completeness by the Center for Scientific Review and responsiveness by components of participating organizations, NIH. Applications that are incomplete and/or nonresponsive will not be reviewed.
Applicants are required to follow the instructions for post-submission materials, as described in NOT-OD-10-115.
Only the review criteria described below will be considered in the review process. As part of the NIH mission, all applications submitted to the NIH in support of biomedical and behavioral research are evaluated for scientific and technical merit through the NIH peer review system.
Reviewers will provide an overall impact/priority score to reflect their assessment of the likelihood for the project to exert a sustained, powerful influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).
Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.
Does the proposed research education program address an important problem or critical question in research education or other critical issues? How will implementation of the proposed program advance the objectives of the proposed program? If the aims of the education program are achieved, will they prepare veterinarians to be competent and proficient in the field of Laboratory Animal Medicine (LAM) in support of biomedical investigations?
Are the PD(s)/PI(s), collaborators, and other researchers appropriately trained and well suited to the proposed research education program? Is the PD/PI an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed research education program? If Early Stage Investigator or New Investigator, or in the early stages of an independent career, does the PD/PI have appropriate experience to lead the program? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's objectives? Is the PD/PI a veterinarian with laboratory animal medicine training and experience, board certified by ACLAM and capable of providing both administrative and scientific leadership to the development and implementation of the proposed research education program? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's objectives? Are the characteristics and responsibilities of the participating faculty adequate for the program? Is the participating research faculty and preceptors actively engaged in research or other scholarly activities in keeping with the objectives of this FOA?
Is the proposed research education program characterized by innovation and scholarship? Does the proposed program challenge and seek to shift current research education paradigms or clinical practice, or address an innovative hypothesis or critical barrier to progress in the field? Are the proposed concepts, approaches, methodologies, tools, or technologies novel for this area? Does this proposed program duplicate, or overlap with, existing research education, training and/or career development activities currently supported at the applicant institution or available elsewhere? Adaptations of existing research education programs may be considered innovative under special circumstances, e.g., the addition of unique components and/or a proposal to determine portability of an existing program.
Are the overall strategy, methodology, and analyses well-reasoned and appropriate to accomplish the specific aims of the proposed research education program? Are potential problems, alternative strategies, and benchmarks for success presented? If the program is in the early stages of development, will the strategy establish feasibility and will particularly risky aspects be managed? If called for, is the proposed plan for evaluation and/or dissemination of the education program sound and likely to provide data on the effectiveness of the education program? Is there evidence that the program is based on sound research concepts and educational principles? Is the approach feasible and appropriate to achieve the stated research education goals? Is the planned composition of the Advisory Committee appropriate and are the members' roles described? Is the plan for the approval and selection of program participants by the Advisory Committee appropriate? Does the Advisory Committee provide appropriate oversight of the development, implementation, and evaluation of recruitment strategies, the recruitment and retention of candidates, and the evaluation of the overall effectiveness of the program? Are the recruitment strategies and sources of the applicant pool sufficient to obtain qualified candidates? If the proposed program will recruit participants, are the recruitment, retention, and follow-up activities adequate to ensure a highly qualified and diverse participant pool?
If the program involves clinical research, are the plans for 1) protection of human subjects from research risks, and 2) inclusion of minorities and members of both sexes/genders, as well as the inclusion of children, justified in terms of the scientific goals and research strategy proposed?
Will the scientific/educational environment in which the proposed research education program will be conducted contribute to the probability of success? Are the institutional commitment and support, equipment and other physical resources available to the investigators adequate for the program proposed? Will the program benefit from unique features of the scientific environment, subject populations, or collaborative arrangements? Is there evidence of appropriate collaboration among participating programs, departments, and institutions? If multiple sites are participating, is this adequately justified in terms of the research education experiences provided? Are adequate plans provided for coordination and communication between multiple sites (if appropriate)? Does the education environment provided adequately prepare participants for likely success in passing ACLAM certification examination based upon the number of participants successfully passing certification boards (consideration may be given to the potential of recently established programs when considering certification success)? Does the applicant describe how the education environment prepares participants for likely success in passing the ACLAM certification examination to include information on the number of participants successfully passing certification boards, if available? Are sufficient numbers of diverse laboratory animal species available to the participants? If diverse species are not available in sufficient numbers at the applicant institution, does the applicant provide alternative plans for receiving instruction and experience using common, diverse laboratory animals and are appropriate letters included from the participating institutions? Is the institutional commitment adequate to support the proposed program?
As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact/priority score, but will not give separate scores for these items.
Protections for Human Subjects
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
Inclusion of Women, Minorities, and Children
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
Vertebrate Animals
The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following five points: 1) proposed use of the animals, and species, strains, ages, sex, and numbers to be used; 2) justifications for the use of animals and for the appropriateness of the species and numbers proposed; 3) adequacy of veterinary care; 4) procedures for limiting discomfort, distress, pain and injury to that which is unavoidable in the conduct of scientifically sound research including the use of analgesic, anesthetic, and tranquilizing drugs and/or comfortable restraining devices; and 5) methods of euthanasia and reason for selection if not consistent with the AVMA Guidelines on Euthanasia. For additional information on review of the Vertebrate Animals section, please refer to the Worksheet for Review of the Vertebrate Animal Section.
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.
Not Applicable.
Not Applicable.
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subset: commoncrawl


text:
Well the Steelers lost and that sucks but now it's time to focus on the important things in this world.
Pitchers and catchers report to spring training on the 14th of this month. Everyone else reports a week later. This means that Baseball season is not so far away. The Phils have re-signed Cliff Lee and everyone else will be back except Jayson Werth. This addition to the pitching staff can only help the Phils get back to and win the Series. Check out how deep they are in the rotation.
This is going to be a great year. I'm looking forward to it.


text:
SEC642: Advanced Web App Penetration Testing and Ethical Hacking
Mon, June 22 - Sat, June 27, 2015
I really enjoyed the SharePoint and WP exercises in SEC642. I've never had a chance to exploit their vulnerabilities.
SEC642 is outstanding! I would highly recommend it to penetration testers who have a good grasp on the content in SANS SEC542.
This course is designed to teach you the advanced skills and techniques required to test web applications today. This advanced pen testing course uses a combination of lecture, real-world experiences, and hands-on exercises to educate you in the techniques used to test the security of enterprise applications. The final day of the course culminates in a Capture the Flag event, which tests the knowledge you will have acquired the previous five days.
We will begin by exploring specific techniques and attacks to which applications are vulnerable. These techniques and attacks use advanced ideas and skills to exploit the system through various controls and protections. This learning will be accomplished through lectures and exercises using real-world applications.
We will then explore encryption as it relates to web applications. You will learn how encryption works as well as techniques to identify the type of encryption in use within the application. Additionally, you will learn methods for exploiting or abusing this encryption, again through lecture and labs.
The next day of class will focus on how to identify web application firewalls, filtering, and other protection techniques. You will then learn methods to bypass these controls in order to exploit the system. You'll also gain skills in exploiting the control itself to further the evaluation of the security within the application.
Following these general exploits, you will learn techniques that target specific enterprise applications. You will attack systems such as content management and ticketing systems. We will explore the risks and flaws found within these systems and how to better exploit them. This part of the course will also include web services and mobile applications due to their prevalence within modern organizations.
This information packed advanced pen testing course will wrap up with a full day Capture the Flag (CtF) event. This CtF will target an imaginary organization's web applications and will include both Internet and intranet applications of various technologies. This event is designed to allow you to put the pieces together from the previous five days reinforcing the information and learning you will have gained.
The SANS promise is that you will be able to use these ideas immediately upon returning to the office in order to better perform penetration tests of your web applications and related infrastructure. This course will enhance your exploitation and defense skill sets as well as fulfill a need to teach more advanced techniques than can be covered in the foundational course, Security 542: Web Application Penetration Testing and Ethical Hacking.
- An understanding of advanced web penetration techniques
- Skills to test and exploit specific target environments such as content management systems and infrastructure applications
- Understanding of encryption and its usage within web applications
- Methods to recognize and bypass application, platform, and WAF defenses
- Skills to test and evaluate web services used in an enterprise
- Understanding how to test backend services for mobile applications
Course Syllabus
SEC642.1: Advanced Discovery and Exploitation
Justin Searle
Mon Jun 22nd, 2015
As applications and their vulnerabilities become more complex, penetration testers have to be able to handle these targets. We will begin the class by exploring how Burp Suite works and more advanced ways to use it within your penetration-testing processes. The exploration of Burp Suite will focus on its ability to work within the traditional web penetration testing methodology and assist in manually discovering the flaws within the target applications.
Following this discussion, we will move into studying specific vulnerability types. This examination will explore some of the more advanced techniques for finding server-based flaws such as SQL injection. After discovering the flaws, we will then work through various ways to exploit these flaws beyond the typical means exhibited today. These advanced techniques will help penetration testers show the risks to which the flaws expose an organization.
CPE/CMU Credits: 6
- Review of the testing methodology
- Using Burp Suite in a web penetration test
- Examine how to use Burp Intruder to effectively fuzz requests
- Explore advanced discovery techniques for SQL injection and other server-based flaws
- Learn advanced exploitation techniques
SEC642.2: Discovery and Exploitation for Specific Applications
Justin Searle
Tue Jun 23rd, 2015
We will continue the exploration of advanced discovery and exploitation techniques. We'll start by exploring client-side flaws such as cross-site scripting (XSS) and cross-site request forgery (XSRF). We will explore some of the more advanced methods for discovering these issues. After finding the flaws, you will learn some of the more advanced methods of exploitation, such as scriptless attacks and building web-based worms using XSRF and XSS flaws within an application.
During the next part of the day we'll explore various popular applications and frameworks and how they change the discovery techniques within a web penetration test. This section of the class examines applications such as SharePoint and WordPress. These specific targets have unique needs and features that make testing them both more complex and more fruitful for the tester. This section of the class will help you understand these differences and make use of them in your testing.
CPE/CMU Credits: 6
- Discovering XSRF flaws within complex applications
- Learning about DOM-based XSS flaws and how to find them within applications
- Exploiting XSS using scriptless injections
- Bypassing anti-XSRF controls using XSS/XSRF worms
- Attacking SharePoint installations
- How to modify your test based on the target application
SEC642.3: Web Application Encryption
Justin Searle
Wed Jun 24th, 2015
Cryptographic weaknesses are a common area where flaws are present, yet few penetration testers have the skill to investigate, attack and exploit these flaws. When we investigate web application crypto attacks, we typically target the implementation and use of cryptography in modern web applications. Many popular web programming languages or development frameworks make encryption services available to the developer, but do not inherently protect encrypted data from being attacked, or permit the developer to use cryptography in a weak manner. These implementation mistakes are going to be our focus in this section, as opposed to the exploitation of deficiencies in the cryptographic algorithms themselves. We will also explore the various ways applications use encryption and hashing insecurely. Students will learn how techniques such as identifying what the encryption technique is to how to exploit various flaws within the encryption or hashing.
CPE/CMU Credits: 6
- Explore how to identify the cryptography used in the web application
- Discover how to analize and attack the encryption keys
- Exploiting stream cipher IV collisions
- Exploiting Electronic Codebook (ECB) Mode Ciphers with block suffling
- Exploiting Cipher Block Chaining (CBC) Mode with bit flipping
SEC642.4: Mobile Applications and Web Services
Justin Searle
Thu Jun 25th, 2015
Web applications are no longer limited to the traditional HTML based interface. Web services and mobile applications have become more common and are regularly being used to attack client and organizations. As such, it has become very important that penetration testers understand how to evaluate the security of these systems. After finishing up our discussion on cryptography attacks, you will learn how to build a test environment for testing web services for used by mobile applications. We will also explore various techniques to discover flaws within the applications and backend systems. These techniques will make use of tools such as Burp Suite and other automated toolsets.
CPE/CMU Credits: 6
- Attacking CBC chosen plaintext
- Exploiting CBC with padding oracles
- Understanding the mobile platforms and architectures
- Intercepting traffic to web services and from mobile applications
- Building a test environment
- Penetration testing of web services
SEC642.5: Web Application Firewall and Filter Bypass
Justin Searle
Fri Jun 26th, 2015
Today, applications are using more security controls to help prevent attacks. These controls, such as Web Application Firewalls and filtering techniques, make it more difficult for penetration testers during their testing. These controls block many of the automated tools and simple techniques used to discover flaws today. This day you will explore techniques used to map the control and how it is configured to block attacks. You'll be able to map out the rule sets and determine the specifics of how it detects attacks. This mapping will then be used to determine attacks that will bypass the control. You'll use HTML5, UNICODE and other encodings that will enable your discovery techniques to work within the protected application.
CPE/CMU Credits: 6
- Understanding of web application firewalling and filtering techniques
- Explore how to determine the rule sets protecting the application
- Learn how HTML5 injections work
- Discover the use of UNICODE and other encodings
SEC642.6: Capture the Flag
Justin Searle
Sat Jun 27th, 2015
During day six of the class you will be placed on a network and given the opportunity to complete an entire penetration test. The goal of this capture the flag event is for you to explore the techniques, tools, and methodology you will have learned over the last five days. You'll be able to use these ideas and methods against a realistic extranet and intranet. At the end of the day, you will provide a verbal report of the findings and methodology you followed to complete the test. Students will be provided with a virtual machine that contains the Samurai Web Testing Framework web penetration-testing environment. You will be able to use this both in the class and after leaving and returning to your jobs.
CPE/CMU Credits: 6
Additional Information
Laptop Required
- Latest VMware Player, VMware Workstation, or VWware Fusion pre-installed before class begins. Other virtualization software such as Parallels or VirtualBox will probably work if the attendee is familiar with its functionality, however VMware Player should be prepared as a backup just in case.
- Ability to disable all security software on their laptop such as Antivirus and/or firewalls
- At least twenty (20) GB of hard drive space
- At least four (4) GB of RAM
- An Ethernet port or Ethernet adapter to plug into a private, in-class network.
If you have additional questions about the laptop specifications, please contact firstname.lastname@example.com.
Who Should Attend
- Web penetration testers
- Security consultants
- Developers
- QA testers
- System administrators
- IT managers
- System architects
This course assumes that you have a solid understanding of web penetration techniques and methodologies. You should be familiar with the HTTP protocol, HTML, web applications, and a scripting language such as Python. Successful completion of the GWAPT certification or having attended the SEC542 class would fulfill these prerequisites.
What You Will Receive
- A copy of the Samurai Web Testing Framework (SamuraiWTF) which includes some of the latest and greatest opensource penetration testing tools for web application testing
- Six course booklet including course slides, student notes, and multiple hands-on exercises for each day
You Will Be Able To
- Assess and attack complex modern applications
- Understand the special testing and exploits available against content management systems such as SharePoint and WordPress
- Use techniques to identify and attack encryption within applications
- Identify and bypass web application firewalls and application filtering techniques to exploit the system
- Use exploitation techniques learned in class to perform advanced attacks against web application flaws such as XSS, SQL injection and CSRF
Hands-on Training
- Blind SQL injection data exfiltration via error messages and time delays
- Code execution via local file inclusion (LFI) vulnerabilities
- Creating and deploying XSS/XSRF worms
- Crypto exploits: stream cipher IV collisions, ECB shuffling, CBC bit flipping, and padding oracles
- WAF rule fingerprinting and bypass
Press & Reviews
"This course is outstanding! I would highly recommend it to pen-testers that have already a good grasp on 542 content." - Mark Geeslin, Citrix
What To Take Next?
Courses that Lead-in
- SEC542: Web App Penetration Testing and Ethical Hacking
- DEV522: Defending Web Applications Security Essentials
- SEC560: Network Penetration Testing and Ethical Hacking
Courses that are Pre-reqs
Courses that are good follow-ups
Author Statement
Students who have taken SEC542 have learned the benefits of applying hands-on in-depth web application penetration testing techniques to take their assessments far beyond the limited push-button approach of purely automated scanners, but how do we take that to the next level? How can we dig deeper to find those vulnerabilities still hiding in our apps? In SEC642, I love seeing students get excited about taking SQLi, RFI/LFI, XSRF/XSS exploits to the next level, exploring the ins and outs of various web frameworks, testing for crypto flaws in cookies and parameter values that look like random characters to novice testers, working with alternate web interfaces like services and client side binaries, and probing the effectiveness of their WAFs. In SEC642 we get to step away from the basics and dig into advanced topics that can be leveraged in our assessments, exploring parts of our apps that are often overlooked or not considered testable by less experienced penetration testers. - Justin Searle


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Thank you Tata Madiba – for what you did for our country – we will never forget. Aluta continua
(Editor: Alex Smit-Stachowski)
It is with a very sore heart that I say goodbye to Tata Madiba or let's use his official title, President Nelson Rolihlahla Mandela. For us South Africans – he was truly a Tata, a wise elder who showed us the way forward to a new democracy, a life with freedom – for all.


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ZeekLTK wrote:waltero wrote:So what is it that you play for in a game that is over before it even begins? Sometimes the war is between two individual players rather than win the entire War. That is called playing for fun.
Often times you might find yourself teaming up against a single player.
The point of the game Is NOT to Win! It is to have fun Play anyway you like.
Sometimes the point of the game can be the way you die.
The game is played many different ways and for many different reasons.
Just like Strategy...everybody is entitled to play how ever they wish.
If you find yourself in a game that you have no chance to win...what is the point, continuing to play.
"No chance to win" is subjective and cooks seem to jump to that conclusion sooner than they should. If you ACTUALLY have no chance of winning, then you wouldn't have enough troops to do any kind of damage to one of the other players in the game. But if you are strong enough to seriously damage another player's chance of winning, then you are strong enough to stay in the game and try to win yourself.
This is the problem with a lot of cooks (and low ranked players in general) IMO. They fall behind a little in the game (maybe they failed to take a bonus they were going for or whatnot), and rather than figure out a way to stay competitive in the game and try something else, they just give up, say "well, I can't win now", and go on a suicide run which actually does ruin their own chance of winning.
I remember a 3-player game I was in with a cook on the USA map. He was trying to hold the Rockies or something and I broke that up early since I had the West bonus. After a few turns of failing to take it back from me, he simply gave up and spent the rest of the game suiciding on me to allow the other player to win, and then he had the gall to blame ME for it because even though there were like 7-8 bonuses on that board, in his mind he HAD to have THAT ONE in order to win, and since I wouldn't let him have it, clearly I had just ruined his whole game and he was going to "make me pay". lol
Looking at the situation logically, a normal player would have been like "well damn, I can't hold this bonus right now, so I'll try to get a different one and come back to this later" - but a cook looks at the situation as "well, since I can't have this bonus, I can't win, so I'm just going to give up". lol
I forgot to mention. If he wants a continent then give it to him. Even better if you tell him you're giving to him. So he will pester another person.


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Welcome to Shafer Baillie Mansion
Looking for the perfect bed and breakfast in Seattle, WA? The Shafer Baillie Mansion is a magnificent 14,000-square-foot Tudor Revival home where you will find the gracious atmosphere of a bygone era with the comforts and amenities that today's travelers need, all ideally situated on Capitol Hill in Seattle, Washington.
Our Capitol Hill neighborhood is ideally situated for both business and vacation travelers. Just a block from Volunteer Park, the crown jewel of the Seattle Parks system, you will be a short walk from restaurants and shops on Broadway, or even closer to the business district on 15th Avenue East. Downtown Seattle is a quick bus ride, five-minute car trip, or 20-minute walk away. We are minutes by bus, car, or taxi to the waterfront, Pike Place Market, Seattle Center (Space Needle, Experience Music Project etc), University of Washington, Seattle University, all major Seattle hospitals and medical centers, museums, music and theater venues, and much more!
Shafer Baillie Mansion is the largest of the majestic homes on 14th Avenue East, Seattle's renowned original Millionaires' Row (featured on the HGTV program Dream Drives.) Although near the hub of activity, ours is a quiet residential street of large trees and gracious houses. Inside you will be embraced in opulence like the rich and famous of yesteryear. The handsomely-appointed entry hall envelops you in quarter-sawn oak paneling with ornately-carved details. The stately staircase is straight out of Central Casting for the perfect bridal moment. Savor a quiet conversation nestled in the leather furniture of the library; relax with a cup of tea or coffee (available 24 hours) in the bright and airy sunroom. Tickle the ivories of our baby grand piano amidst the warmth of the mahogany appointments in the grand salon. Breakfast is enjoyed in the expansive oak-paneled dining room. And our eight guest rooms and suites (each with private bath) are decorated and furnished in period style with eclectic antiques and reproductions.
Our guests' comments tell you all you would ever need to know about the warmth and hospitality you will find at Shafer Baillie Mansion. The goal of owners and hosts Ana Lena Melka and Mark Mayhle is for the mansion to be the home away from home of your dreams. Thoughtful touches abound, from high thread-count hand-pressed cotton linens, serenely restful beds and rich oriental rugs, to large flat-screen televisions, wired and wireless high-speed Internet with both cable modem and DSL service for greater speed and reliability, and personal telephone extension with private voicemail. Our expanded continental breakfast, including items such as rolls and pastries, hot and cold cereal, yogurt, cheeses, smoked salmon, prosciutto ham, hard-boiled eggs, fresh fruit, juices and hot beverages, is served over extended hours to meet your schedule, whether you are a business traveler up at the crack of dawn, vacationers relishing the chance to sleep in, or a couple seeking a romantic getaway. Need a restaurant recommendation or advice planning the day's activities? We are here to help!
Would you like to keep up with all the latest news and happenings at Shafer Baillie Mansion? Just visit our blog, Mansion Musings. And please leave us a comment!


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It is our immense pleasure to announce the beginning of a new PCL Code Sprint sponsored by Ocular Robotics: PCL-ORCS!
Ocular Robotics is looking for talented contributors that are willing to develop an efficient pcl::Grabber driver interface for the RE0x laser sensors.
PCL-ORCS will run for 3 months during this fall. Potential candidates should submit the following information to firstname.lastname@example.com:
- a brief resume
- a list of existing PCL contributions (if any)
- a list of projects (emphasis on open source projects please) that they contributed to in the past
This project requires good C++ programming skills, knowledge of PCL internals and a basic understanding of laser sensors and 3D visualization.


text:
N. K. Jemisin's final book of her Inheritance Trilogy is a thrilling what if that goes where few think or expect it to go, and then continues on to new and unpredictable destinations. For two thousand years, the powerful Arameri family has ruled and controlled the gods that created them, but now the gods are free and the Arameri's power is weakening. Jemisin brings the series to a building crescendo of a close that is both shocking and fitting for the world, changing it forever.
Readers became familiar with the childishly cute and trickster godling, Sieh, in the Broken Kingdoms. In Kingdom of Gods, readers get to experience and enjoy this wonderfully detailed and complex world from the viewpoint of this powerful being. Beginning with a playful introduction as Sieh behaves like the godling he is, playing with children's minds, satisfying his own whim. There are two youngsters he fixates on: the beautiful Shahar, next in line to rule, and her twin brother Dekarta, who is young and powerful in his own right. Then a freak accident occurs as all three join hands and Sieh attempts to use his godling power.
When Sieh awakens, the godling is alive but weak. Returning to Shahar and Dekarta, he discovers that much time has passed and they are now teenagers. Also the godling soon notices there is something very wrong with him: he is aging, growing older, like a human. The gods that conceived him are unable to stop this process and he must confront this new fate, as well as work with Shahar and Dekarta as they face the approaching evil, the Maelstrom, which will consume the entire world.
Kingdom of Gods is a great finale to the trilogy, going down many unpredicted paths and pushing the characters to their very limits. Readers will be riveted to the page, wondering who will live and who might die and how exactly it will all end. And will there be a world left after?
Originally written on March 14, 2012 ©Alex C. Telander.
To purchase a copy of Kingdom of Gods from Amazon, and help support BookBanter, click HERE.
You might also like . . .
To hear an exclusive interview with N. K. Jemisin, click HERE.


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- Professional and friendly staff
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- Professionally Trained Team
Eliminating unexpected surprises
To put together the ideal judgments with Wireless Alarm Systems in Reform, AL, you must be well informed. We will ensure that you know exactly what to expect. You won't need to encounter any sort of unexpected situations when you do business with Wireless Alarm System Guys. Step one is to call us at 888-224-0001 to begin your project. We're going to respond to your questions and concerns and set up your preliminary meeting. We work with you through the whole project, and our company will arrive promptly and prepared.
Wireless Alarm System Guys will be ready for all of your Wireless Alarm System in Reform, Wyoming requirements
You have got a lot of reasons to use Wireless Alarm System Guys for your needs involving Wireless Alarm System in Reform, AL. We'll be the first choice if you need the best money saving options, the best products, and the highest rank of customer service. Our company has the skills you will want to satisfy all of your objectives. Dial 888-224-0001 to reach Wireless Alarm System Guys and discuss your needs about Wireless Alarm System in Reform.


text:
Endless Summer — is an original global modification for GTA: San Andreas, the purpose of which — with the head immerse you into the atmosphere of summer freedom and carelessness. Updated (2013) version.
Only registered members can share their thoughts. So come on! Join the community today (totally free - or sign in with your social account on the right) and join in the conversation.
Screenshot from Endless Summer: Full Edition (updated version).


text:
Tara's Nails
Call Us: (925) 932-8061
We're committed
Contact Us
to your satisfaction.
Homestead website templates
Create a website today
...and no we don't sell hats.
Monday 9 AM - 7 PM
Tuesday 9 AM - 7 PM
Wednesday 9 AM - 7 PM
Thursday 9 AM - 7 PM
Friday 9 AM - 7 PM
Saturday 9 AM - 7 PM
Sunday 10 AM - 5 PM
1250 Newell Ave
Suite C
Walnut Creek, CA 94596
(925) 932-8061
If you're looking for high quality and personal service, you've come to the right place. At Tara's Nails we'll give you the attention and personal service you'll come to expect and enjoy.
We offer the best manicure and pedicure spa services. We only use high quality materials. Our equipment are always cleanse and sanitized. Our rates are competitive and our staff are friendly and will be there to help you every step of the way.
Tara's Nails has been located in Walnut Creek since 1993. Let us put our experience to work for you.


text:
Week of 10/16/2011 - 10/22/2011
by, October 23rd, 2011 at 01:44 AM (2661 Views)
Monday, October 17, 2011
I wasn't feeling very good tonight. The tendinitis in my foot is slowly disappearing, but I still didn't feel 100%. I also got in late thanks to a miscommunication between our coach and myself, so I kept the total yardage on the low side. So this workout is a strictly improvised workout. My kicking work has been neglected lately, so I decided to spend the bulk of the workout doing kicks.
400 free, easy
100 breaststroke kick
100 free
8 x 25 "15 meter" drill
Main Set
2 x {
200 free pull w/paddles and buoy
200 breaststroke kick
200 free, 80% effort
8 x 50 kick, IM order
Cool down
250 free, easy
Wednesday, October 19, 2011
My foot is feeling much better today and I was one of the first people to the pool today, so I was able to get in early and get the complete work-out in before 9PM rolled around. In spite of the longer distances, I actually enjoyed the gradually decreasing distances with the sets. The timed sets were very to difficult to make; I ended up just doing my best to get in, wait 5 seconds, and then going off on the next one.
400 free, easy
200 Kick, IM order
6 x 25 "15 meter" drill
Main Set
400 free
300 pull, free
200 kick
100 drill
10 x 50 free (25 fast - 25 easy) on 1:10
8 x 75 free on 1:25
Cool down
200 free, easy
Friday, October 21, 2011
The 200s in the main set were so much easier to swim, as Nick made the stroke our choice. I did breast/free/breast/free so I would have some variety. I've really been hankering to do some kicking, so the kick set was a welcome work-out.
400 free, easy
200 Kick, IM order
6 x 25 "15 meter" drill
Main Set
4 x 200 choice w/ 0:20 rest
8 x 50 kick @ 1:15 (descend 1-4. 5-8)
6 x 50 drill @ 1:05
4 x 50 swim @ 1:00 (descend 1-4)
4 x 150 @ 2:40 (free/breast/free by 50)
Cool down
200 free, easy
This week I got the chance to get a new member of our team. Luca and I attend the same college, we both have interest in computer programming, and we both swam when we were youngsters. Friday after practice we ended up getting a late dinner and chatting. One of my goals for returning to swimming and now joining a Masters team was to meet new people and make new friends, and so far it's working well. Go The Distance update
I am currently at 79.06 miles on GTD. My goal is make 100 miles by the end of the year, which I will probably do if I keep up this rate. As long as my class schedule cooperates with the swim schedule, I'd like to make 250 miles my goal in 2012. I didn't start tracking my yards until late May, and we really really increased the daily yardage in August, so in a relatively short period of time I was able to make it to 50 miles and eventually to 100. Next year I will gunning for 250 miles, and maybe even 365 miles if I can.
This Wednesday my college class didn't meet and lucky for me it was a YHS water polo game day, so I brought my camera out for the game and of course worked my magic with the camera. I love watching this sport! Game photos from Wednesday


text: So, every now and then I get asked to write articles for other websites. A while back it was for HP, now it's for Intel, at this website called MyLifeScoop. They just published my latest, titled: "5 Best Websites To Find Quirky Products". I discuss, well, my 5 favourite websites to visit whenever I'm looking to tell you guys about something weird or quirky. So, check it out if you have a minute and are curious about where we get some of our stories.


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Krefeld, the centre of Germany's textile trade, is three towns in one: neo-classical Krefeld, baroque Uerdingen and the small medieval castle town of Linn. Though the different influences are still easily identifiable, these places have grown together over time to form one city – a city characterised by fine traditions combined with a cheerful demeanour and a refined lifestyle.
The city of silk and velvet: in the 18th century Krefeld was made famous by its textile industry, supplying velvet, silk and brocade to a great many countries. Sumptuous fabrics from Krefeld were the natural choice for emperors, kings and church rulers. The city's many weavers are commemorated with the statue of Master Ponzelar, a silk weaver carrying a roll of cloth on his shoulder. Production took place in the many small weavers' houses, which doubled as workshops and living space. Some of them remain to this day and are now protected by preservation orders. Textiles still play an important part in the city. Every September local retailers, designers and fashion schools present their latest autumn and winter collections in fabulous shows interspersed with spectacular dance performances – the largest outdoor fashion show in the world. This is followed in the evening by live music and after-show parties, and the restaurants are always packed to the rafters. On Whitsun weekend, the medieval flax market is held around Linn Castle and in the old quarter. This is now one of Germany's largest crafts markets. Food and drink is as much part of the Krefeld experience as fabrics and fashion, and the city has a great tradition of local delicacies. These can be sampled in the quaint brewpubs, often dating back to the 19th century, which offer dishes like Rhenish mussels or sauerbraten, washed down with freshly drawn altbier.
Krefeld also has much to offer when it comes to culture and entertainment: a range of theatres, three first-class art museums, the German Textile Museum, the Museum of Silk Culture and a vibrant music scene at the Kulturfabrik and Kulturrampe live venues. Leisure activities are also well catered for, with a zoo, the historical steam train 'Schluff', a racecourse, the Elfrather See lakeside recreation park, Linn Castle and a hunting lodge whose adjoining museum features a fascinating archaeological and cultural heritage collection. All in all, there's much more to Krefeld than being a good place to buy a new silk tie.
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Povečava: +
Pomanjšava: +
Dodatna pomoč vam je na voljo pri ponudniku brskalnika. Do nje dostopate s klikom na ikono:


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Yummy Plants: a vegan lifestyle website and community. We can help you start a vegan diet!
holiday vegan baking tips
The pleasures of the yuletide season are many, but for some of us, the list can be narrowed down to just three: cookies, cake, and pie. The sweet allure of those ubiquitous holiday treats is hard to resist this time of year, especially when you toss in the homey smell of cinnamon, nutmeg, and allspice. Colleen Patrick-Goudreau, revered author and founder of Compassionate Cook, teaches us how to veganize our holiday favorites. Tell us what you'd most like to veganize this holiday for your chance to win a membership to Colleen's 30-day Vegan Challenge program!


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During a recent trip to Zacatecas, Mexico, I noticed many people (particularly women) staring at me. There was also a notable lack of other Caucasians around, even in comparison to Guadalajara, Mexico, where I have spent significant time (and had relatively fewer stares). This lead to a conversation with a Mexican friend of mine who admitted that she, and other Mexican women, tend to find American men more attractive, both physically, and relationally.
So this is the lead-in to my tongue-in-cheek question:
Are there any resources I can use to find out where in the world I am the most attractive? Or stated another way: Where should I travel if I want to find the easiest date?
I envision a search engine that allows input something like:
I am a [man] from [the USA] who speaks [English] as a primary language, and am interested in [single] [women].
And it would then show me a list of localities (at least countries, if not regions/cities) where single women are especially attracted to people in my demographic.