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Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study
BMC Medical Education volume 15, Article number: 172 (2015)
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Team Objective Structured Bedside Assessment (TOSBA) is a learning approach in which a team of medical students undertake a set of structured clinical tasks with real patients in order to reach a diagnosis and formulate a management plan and receive immediate feedback on their performance from a facilitator. TOSBA was introduced as formative assessment to an 8-week undergraduate teaching programme in Obstetrics and Gynaecology (O&G) in 2013/14. Each student completed 5 TOSBA sessions during the rotation. The aim of the study was to evaluate TOSBA as a teaching method to provide formative assessment for medical students during their clinical rotation. The research questions were: Does TOSBA improve clinical, communication and/or reasoning skills? Does TOSBA provide quality feedback?
A prospective cohort study was conducted over a full academic year (2013/14). The study used 2 methods to evaluate TOSBA as a teaching method to provide formative assessment: (1) an online survey of TOSBA at the end of the rotation and (2) a comparison of the student performance in TOSBA with their performance in the final summative examination.
During the 2013/14 academic year, 157 students completed the O&G programme and the final summative examination . Each student completed the required 5 TOSBA tasks. The response rate to the student survey was 68 % (n = 107/157). Students reported that TOSBA was a beneficial learning experience with a positive impact on clinical, communication and reasoning skills. Students rated the quality of feedback provided by TOSBA as high. Students identified the observation of the performance and feedback of other students within their TOSBA team as key features. High achieving students performed well in both TOSBA and summative assessments. The majority of students who performed poorly in TOSBA subsequently passed the summative assessments (n = 20/21, 95 %). Conversely, the majority of students who failed the summative assessments had satisfactory scores in TOSBA (n = 6/7, 86 %).
TOSBA has a positive impact on the clinical, communication and reasoning skills of medical students through the provision of high-quality feedback. The use of structured pre-defined tasks, the observation of the performance and feedback of other students and the use of real patients are key elements of TOSBA. Avoiding student complacency and providing accurate feedback from TOSBA are on-going challenges.
Assessment can be formative (guiding future learning, providing reassurance, promoting reflection shaping values) or summative (making an overall judgment about competence, fitness to practice, or qualification for advancement to higher levels of responsibility) [1]. The role of summative assessment is well established in medical schools. However, the role of formative assessment is less defined but its benefit is increasingly recognised [2–4]. A wide range of tools to assess clinical skills of medical students have been described in the literature [5]. However, there has been little evaluation of their use as formative assessment. The use of specific teaching methods to provide formative assessment in the clinical environment may address some of the drawbacks traditionally associated with clinical teaching including unclear objectives, unstructured approaches and poor learner feedback [6]. Team Objective Structured Bedside Assessment (TOSBA) is a method of formative assessment involving a series of bedside encounters with real hospital patients [7, 8]. Each encounter requires a 'team' of students to undertake a set of key clinical tasks with facilitator feedback. TOSBA aims to facilitate learning of key clinical, communication and reasoning skills. TOSBA may address some of the drawbacks associated with clinical teaching highlighted previously [6]. However, despite its intuitive potential to provide beneficial formative assessment, TOSBA has only been evaluated to date in a single institution in the disciplines of medicine and surgery and requires further evaluation.
The aim of the study was to evaluate TOSBA as a teaching method to provide formative assessment for medical students during their Obstetrics & Gynaecology (O&G) clinical rotation. The key elements of formative assessment are the provision of quality feedback in order to enable learning [9]. In order to achieve the aim of this study, the following research questions considered: Does TOSBA improve clinical, communication and/or reasoning skills? Does TOSBA provide quality feedback?
Study setting
The study was undertaken within the Department of Obstetrics & Gynaecology at Trinity College, University of Dublin.
The undergraduate programme in Obstetrics & Gynaecology (O&G) is an 8-week rotation during the penultimate year of the 5-year course in medicine. There are 4 rotations during the academic year with approximately 40 students in each rotation. The class is divided evenly into 4 groups in advance by the medical school and each group completes 1 of 4 separate rotations during the year (Sep/Oct, Nov/Jan, Feb/Mar and Apr/May). Students complete an intensive programme of classroom-based and clinical activities during their rotation. TOSBA was not a component of the teaching programme in O&G or any other discipline in the medical school prior to the study. Each student is required to complete a logbook during the rotation and submit it to the Department at the end of the rotation. The importance of student attendance is emphasised throughout the rotation.
The overall examination score for the undergraduate programme in O&G is determined by an end-of-rotation Objective Structured Clinical Examination consisting of 3 stations (OSCE, 25 %), an end-of-year written examination consisting of 50 single best answer questions (SBA, 10 %), short answer questions consisting of 6 clinical scenarios (SAQ, 30 %) and an end-of-year long case clinical examination (LCCE, 35 %). The University requires the use of a fixed standardised marking scheme across all faculties including medicine. Students require an overall examination score of 50 % or more to pass the examination. In addition, students must pass the LCCE to pass the examination regardless of their performance in any other component. Students achieving an overall examination score of 60 % or more are awarded a distinction ('Honours'). Criterion referenced standard setting is applied to each component of the examination. This results in variable pass marks across the different examination components. The raw scores obtained by students in each examination component are then converted to the fixed standardised marking scheme.
Each TOSBA session required a 'team' of 5 students to undertake a set of pre-defined tasks on each patient: take a history, perform a physical examination, formulate a differential diagnosis, formulate a management plan and discuss a related O&G aspect of the case (obstetrics if a gynaecology case and gynaecology if an obstetrics case) (Fig. 1). Each task was undertaken by an individual student under the observation of a facilitator who provided immediate verbal feedback at the end of that task. Each task was allocated 7 min: 5 min for the student to complete the task and 2 min for the facilitator to provide verbal feedback. Therefore, each patient encounter lasted approximately 30 min. Each task built on previous tasks i.e. to formulate a differential diagnosis required the successful taking of the patient's history and performance of a physical examination. Therefore, the 'team' element of TOSBA refers to the fact that in order for a student to complete a particular task, the successful completion of previous tasks by different students was required.
After the TOSBA session the facilitator completed a written feedback sheet for each student. A specific written feedback sheet was created for each task in order to provide consistency (Fig. 2). Each written feedback sheet required the facilitator to provide both qualitative and quantitative feedback. In terms of qualitative feedback, the facilitator provided free text comments on what the student did well and what the student could improve. In terms of quantitative feedback, the facilitator provided a rating of the student's performance into 1 of 3 grades: poor demonstration of the task, satisfactory demonstration of the task or good demonstration of the task. The term 'fail' was not used in order to avoid demotivation. These grades did not contribute towards their end-of-rotation score and were used as feedback only i.e. formative and not summative. The facilitator then returned the completed feedback sheets to the administrative officer and students collected their feedback sheets directly from the administrative officer.
TOSBA was introduced as formative assessment to the undergraduate teaching programme in O&G during the 2013/14 academic year. A specific schedule of times, locations and facilitators for each TOSBA session was created in advance of each rotation. The tasks students were required to complete were also specified in advance. The sessions were incorporated into the student logbook and distributed on the first day of the rotation. Each team met with 5 patients in total (and therefore had 5 TOSBA sessions in total) during the rotation so that each student performed each task. Each team remained the same throughout the rotation although the individual tasks varied with each session. All students were required to participate in TOSBA as it was introduced as a compulsory component of the programme. An explanatory flowchart was prepared and distributed among students and facilitators at the start of the rotation to explain the format (Fig. 1). A core team of 5 staff members facilitated the TOSBA sessions. Each facilitator was a senior clinician in O&G (at senior registrar or consultant level) and a full-time academic member of the Department of O&G who had regular teaching sessions. Therefore, each facilitator was experienced at providing feedback to medical students. In addition, all facilitators met in advance of the academic year to agree the approach and format to providing feedback.
Study design
The study was designed as a prospective cohort study over a full academic year (2013/14). The study used 2 approaches to evaluate TOSBA as a teaching method to provide formative assessment and address the study research questions. Firstly, students were asked to complete an online survey on TOSBA at the end of their rotation. A combination of quantitative and qualitative questions were used: 14 quantitative and 2 qualitative questions (Fig. 3). For quantitative questions 5-point Likert scales were used with an additional 'don't know' option. For qualitative questions free text boxes were used. In relation to the quality of feedback, students were asked to rate their feedback based on a number of criteria that had been identified in the literature as important in order to provide effective feedback [10]. Secondly, student performance in TOSBA was compared with their performance in the summative examination. The study received Institutional Research Ethics Board approval (Faculty of Medicine Research Ethics Committee, Trinity College Dublin, July 2013).
All 158 students completing their O&G rotations in the September 2013 to June 2014 academic year were invited to complete the online survey. Students were given the opportunity to opt out of the survey and indicated consent by participating in the survey.
Students who did not complete the summative examination were excluded.
Data collection
The survey was conducted online using a survey tool (Survey Monkey®). The responses to the survey were anonymous. The survey was sent by e-mail during the week following the end of each of the 4 rotations. The survey was sent to non-responders on 2 further occasions and any non-responders at that stage were not contacted further. Student demographic information (gender, age, nationality), TOSBA grades and summative examination scores were obtained from departmental records.
Data analysis
Analysis of student survey
Descriptive statistics were used to describe student responses to the quantitative questions on the survey. Not all respondents answered every question and therefore the number of responses to each question is stated in the results section. Student responses to qualitative questions were analysed using content analysis for themes. ATLAS.ti version 7 was used to assist content analysis. The profile of responders to the students survey (gender, age, nationality) was compared with non-responders using the Chi-squared and Fisher's exact tests.
Analysis of TOSBA grades and summative examination scores
Descriptive statistics were used to describe TOSBA grades and summative examination scores. Students were classified into 1 of 4 TOSBA categories based on their 5 TOSBA grades as follows:
'Overall Excellent' if they achieved ≥3 'Good' grades
'Overall Good' if they achieved ≥3 'Satisfactory' grades and ≥1 'Good' grade
'Overall Satisfactory' if they achieved ≥3 'Satisfactory' grades but no 'Good' grades or if they did not achieve ≥3 of the same grade
'Overall Poor' if they achieved ≥3 'Poor' grades
It should be emphasised that students received their TOSBA grade (i.e. Good, Satisfactory, Poor) for each task as it was completed but did not receive their overall TOSBA category as this was calculated after the rotation as part of the data analysis for this study. TOSBA performance categories were compared with summative examination performance categories using the Chi-squared and Fisher's exact tests. SPSS version 22 was used for statistical analysis. A p-value of 0.05 was used for statistical significance.
During the 2013/14 academic year, 158 students completed the O&G programme: 38 students in rotation 1 (24 %), 38 students in rotation 2 (24 %), 41 students in rotation 3 (26 %) and 41 students in rotation 4 (26 %). Each student completed the required 5 TOSBA tasks i.e. 158 students completed 790 TOSBA tasks. A student from rotation 3 was absent from the summative examination and was excluded from the analysis. The response rate to the student survey was 68 % (n = 107/157). There was no difference between responders and non-responders in terms of age (p = 0.573) or nationality (p = 0.550). However, female students were more likely to respond than male students (p = 0.004). A demographic profile is provided in Table 1.
Student survey – quantitative questions
TOSBA was a new experience for nearly all students (n = 106/107, 99 %). The quantitative questions addressed 3 aspects of TOSBA: the learning provided by TOSBA, the feedback provided by TOSBA and the format of TOSBA.
Learning provided by TOSBA
Table 2 summarises the responses to the questions addressing the learning provided by TOSBA. The majority responded that it would be worthwhile offering TOSBA to future O&G rotations (n = 104/107, 97 %) with only a small number responding 'don't know' (n = 3/107, 3 %) or 'no' (n = 0/107, 0 %).
Feedback provided by TOSBA
Table 3 summarises the responses to the questions addressing the feedback provided by TOSBA.
Format of TOSBA
Students ranked the lecturers and professors from the Department as the most suitable individuals to facilitate TOSBA and provide feedback with the following mean rankings (standard deviation, range) from 1 (being the most suitable) to 6 (being the least suitable): 2.6 (1.5, 1–6) for lecturers from the Department, 2.6 (1.5, 1–6) for professors from the Department, 3.0 (1.2, 1–6) for consultant hospital doctors, 3.3 (1.1, 1–6) for non-consultant hospital doctors, 4.5 (1.4, 1–6) for medical students who have recently completed the rotation and 5.0 (1.8, 1–6) for medical students undertaking the rotation.
The majority responded that the best time during the rotation to undertake TOSBA was at regular intervals throughout the rotation (n = 77/107, 72 %) rather than in the middle of the rotation only (n = 18/107, 17 %), at the end of the rotation only (n = 10/107, 9 %), at the start of the rotation only (n = 2/107, 2 %) or 'don't know' (n = 0/107, 0 %).
The use of real patients rather than simulated patients made the experience 'much better' (n = 96/107, 90 %) or 'somewhat better' (n = 10/107, 9 %) as opposed to 'no difference' (n = 1/107, 1 %), 'somewhat worse' (n = 0/107, 0 %), 'much worse' (n = 0/107, 0 %) or 'don't know' (n = 0/107, 0 %).
The majority responded that the observation of the performance other students and their feedback made the experience 'much better' (n = 52/107, 48 %) or 'somewhat better' (n = 47/107, 44 %) as opposed to 'no difference' (n = 5/107, 5 %), 'much worse' (n = 2/107, 2 %), 'don't know' (n = 1/107, 1 %) or 'somewhat worse' (n = 0/107, 0 %).
The majority responded that feedback should be both verbal and written (n = 85/100, 85 %) rather than verbal at the time of TOSBA only (n = 5/100, 5 %) or 'don't know' (n = 10/100, 10 %). With regard to the feedback of scores, the majority responded that scores should be provided as part of the written feedback shortly after TOSBA is completed (n = 80/107, 74 %) rather as part of the verbal feedback at the time of the TOSBA (n = 18/107, 17 %), after the rotation is completed (n = 8/107, 8 %) or 'don't know' (n = 1/107, 1 %).
Opinion regarding the provision of academic credit was divided with 60 students (n = 60/107, 56 %) responding that credit should be given and 46 students (n = 46/107, 43 %) responding that academic credit should not be given and 1 student responding 'don't know' (n = 1/107, 1 %).
Student survey – qualitative questions
The majority of students who completed the survey provided free-text comments: 74 students (n = 74/107, 69 %) provided free-text comments for 'what worked well about TOSBA' and 73 students (n = 73/107, 68 %) provided free-text comments about 'how TOSBA could be improved'. The key themes that emerged from the content analysis (with selected student quotes) are provided in Table 4.
Relationship between TOSBA scores and summative examination scores
Of the 157 students who completed TOSBA and the summative examination, the mean number (standard deviation, range) of TOSBA grades awarded per student (out of a possible maximum of 5) were: 1.1 (1.1, 0–5) 'Good' grades, 3.0 (1.2, 0–5) 'Satisfactory' grades and 0.9 (1.2, 0–4) 'Poor' grades. Using these individual grades, students were classified into 1 of 4 TOSBA performance categories as follows: 16 students (n = 16/157, 10 %) were classified as 'Overall Excellent', 57 students (n = 57/157, 36 %) were classified as 'Overall Good', 63 students (n = 63/157, 40 %) were classified as 'Overall Satisfactory' and 21 students (n = 21/157, 14 %) were classified as 'Overall Poor'.
The mean summative examination score (standard deviation, range) was 59.0 % (4.9, 47–71). The mean scores (standard deviation, range) for the individual summative examination components were: OSCE 57.7 % (5.5, 44–70), SBA 58.4 % (7.4, 35–70), SAQ 60.1 % (3.9, 41–81) and LCCE 59.5 % (8.4, 41–81). Of the 157 students who completed the summative examination, 71 students (45 %) passed, 79 students (50 %) passed with a distinction ('honours') and 7 students (5 %) failed.
Table 5 shows the summative examination outcomes for students in each TOSBA category. There were 2 main findings. Firstly, TOSBA performance corresponded with summative examination performance in general with a significantly higher number of distinctions in the 'Overall Excellent' and 'Overall Good' categories compared to 'Overall Satisfactory' and 'Overall Poor' categories (p = 0.003). Secondly, almost all of the students who had been rated as 'Overall Poor' on their TOSBA performances (n = 20/21, 95 %) subsequently passed the summative examination. Conversely, the majority of students who failed the examination (n = 6/7, 86 %) had been rated as 'Overall Satisfactory' or 'Overall Good'.
Principal findings
Students reported that TOSBA was a beneficial learning experience with a positive impact on clinical, communication and reasoning skills. Students rated the quality of feedback provided by TOSBA as high. Students identified the observation of the performance and feedback of other students within their TOSBA team as a key feature. TOSBA performance corresponded with summative examination performance in general. High achieving students performed well in both TOSBA and summative assessments. The majority of students who performed poorly in TOSBA subsequently passed the summative assessments. Conversely, the majority of students who failed the summative assessments had satisfactory scores in TOSBA. There are a number of key questions that arise for medical educators considering the introduction of TOSBA to undergraduate clinical rotations: Does TOSBA improve clinical, communication and/or reasoning skills? Does TOSBA provide quality feedback? Does TOSBA provide a valid and/or reliable assessment? The discussion will consider the current evidence and the findings of this study for each of these questions.
Does TOSBA improve clinical, communication and/or reasoning skills?
The positive student responses to questions on their learning from TOSBA and the improved summative examination performance of students who had performed poorly in TOSBA suggest that TOSBA facilitates the development of clinical, communication and reasoning skills among medical students. Medical educators strive to promote the development of clinical, communication and reasoning (critical thinking) skills in their educational programmes [11]. However, the teaching of these skills, particularly higher-order cognitive skills, is challenging [6]. There are many tools described for the direct observation and assessment of clinical skills but there is little data on their use as formative assessment [5]. The successful use of the mini-CEX (mini clinical evaluation exercise) as formative assessment has been described [12]. The enhancement of learning in a 14-week medical clerkship through feedback on student performance at 'blinded patient encounters' has been demonstrated [13]. The benefits of a summary assessment tool for formative assessment during clinical rotations has been highlighted [14]. The original TOSBA study performed in medicine and surgery found that students rated TOSBA as a useful learning experience [7, 8]. Similarly, the overwhelming majority of students in this study reported the positive impact of TOSBA on their ability to take and present a history, perform a physical examination, communicate with professionals and, notably, to think critically in relation to patient diagnosis and management. However, students reported that TOSBA had less impact on their ability to communicate with patients or work with other professionals, which may be as a result of the format of TOSBA. Although TOSBA is not intended as a replacement for other teaching methods, it is reassuring that students compared their learning experiences with TOSBA favourably with other teaching methods used during the rotation.
The relationship between TOSBA performance and subsequent summative examination performance provided interesting findings. Students who fail to demonstrate competence in summative examinations are of particular concern to medical educators. They are usually required to undertake a further period of training, often at personal cost to the students themselves and the medical schools [15, 16]. Virtually all students who received poor TOSBA grades subsequently passed the summative examination. It may have been that the feedback from TOSBA encouraged these students to address deficiencies i.e. a 'wake-up call'. Therefore, TOSBA may have been helpful for this important group of students. Conversely, the majority of students who failed the summative examination performed satisfactorily in TOSBA. In the same way that students rated poorly in TOSBA were given a 'wake-up call', some of the students who had performed satisfactorily at TOSBA may have adopted a more complacent approach – an unintended and undesirable consequence. Alternatively, it may be that the facilitators were overly generous in their ratings of these students as it can be challenging for facilitators to provide negative formative assessment for fear it may demotivate their students [17]. However, the fact that the vast majority of students rated as 'overall poor' by TOSBA subsequently passed the summative examination (with some achieving a distinction) suggests that falsely reassuring feedback may do a disservice to these students.
Does TOSBA provide quality feedback?
The fundamental element of formative assessment is the provision of feedback [4]. The literature has defined the key aspects of effective feedback within medical education [10]. Students rated the quality of their feedback from TOSBA highly, particularly that it used non-judgemental language, was based on directly observed behaviours, was based on clear performance criteria and was clear as to how to apply feedback in practice. There were a number of possible reasons for the high rating of the feedback. Firstly, students undertook a pre-defined clinical task in a structured way rather than the entire patient encounter. This allowed students to prepare for the completion of the pre-defined task (including the identification of the standards expected) and allowed facilitators to provide specific feedback on that task. Secondly, students observed the performance of other students and their feedback. This allowed students to gauge the performance of other students with themselves. This positive effect was highlighted by the survey in which the vast majority of students reported that observing the performance of other students and hearing their feedback made the learning experience better. This echoes the original study and the wider literature where peer learning has been identified as beneficial [7, 11]. Thirdly, the feedback provided by TOSBA was based on interactions with real patients. The literature has emphasised the benefits of experiential learning i.e. the provision of concrete experiences in real clinical settings [18]. Fourthly, quality feedback depends on the experience of the facilitators. In this study the facilitators were experienced clinicians and educators, which likely contributed to the high rating of the feedback by students. This was reinforced by the fact that the students identified the lecturers and professors from the department as the most suitable individuals to facilitate TOSBA. However, students rated other aspects of the feedback lower including the inclusion of their own perceptions and limiting the feedback to 1 or 2 items only. TOSBA tasks are complex and facilitators may have overloaded some students, highlighting the challenge of providing feedback in the clinical environment.
Does TOSBA provide a valid and/or reliable assessment?
It is important that robust tools are used for assessment particularly in relation to validity and reliability [19]. A previous study found a moderate positive correlation between TOSBA scores and summative examination scores (r = +0.6) [8]. This study did not aim to formally evaluate the validity or reliability of TOSBA. Indeed, an absolute correlation between formative and summative examination results is not expected or even desirable as the purpose of formative assessment is to facilitate learning. However, TOSBA performance corresponded with subsequent summative examination performance in general suggesting that TOSBA was useful at predicting subsequent examination performance.
The study was undertaken in a well-established medical school with a long tradition of clinical teaching and TOSBA was reported to provide added value to the clinical teaching programme. The study was conducted over a full academic year and all students completed TOSBA, ensuring a diverse mix of student demographics and academic ability. Each student was exposed to a range of staff members, ensuring that the findings were not dependent on a particular facilitator. The study was enhanced by the use of a range of examination methods to evaluate the relationship between TOSBA and subsequent summative examination performance.
The fact that TOSBA was a new initiative within the O&G programme may have impacted the study: the positive student evaluation may have reflected the novel aspect of the learning method and there may have been a learning curve for the staff members facilitating TOSBA that could have impacted on the quality of feedback provided. The response rate to the student survey was 68 % with a significant difference in some of the demographics between responders and non-responders and therefore the benefit for TOSBA may not have been as marked within some student subgroups. The study focused on student learning experience and academic performance and did not address other important elements: the teaching experience for the staff members facilitating TOSBA and the cost benefit of TOSBA.
Implications for academic practice
Formative assessment has been identified as a key focus for reform of higher education institutions in the 21st century [20]. TOSBA provides medical educators with a well-received method of formative assessment in the clinical learning environment. This study also highlights the importance in formative assessment of preventing complacency for students who just meet expectations and the need for accurate feedback (and avoiding false reassurance) to struggling students. In this study TOSBA was used for patients in a ward setting. However, TOSBA could be beneficial within a wide variety of clinical environments such as outpatients or general practice [21]. Future research should address the training of facilitators in providing feedback, the predictive value of TOSBA and the role of early intervention for students identified as struggling by TOSBA.
TOSBA has a positive impact on the clinical, communication and reasoning skills of medical students through the provision of high-quality feedback. The use of structured pre-defined tasks, the observation of the performance and feedback of other students and the use of real patients are key elements of TOSBA. Avoiding student complacency and providing accurate feedback from TOSBA are on-going challenges.
Long case clinical examination
- Mini-CEX:
Mini clinical evaluation exercise
Obstetrics and Gynaecology
Objective Structured Clinical Examination
Short answer question
Single best answer
Trinity College Dublin
Team Objective Structured Bedside Assessment
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We would like to acknowledge the immense contribution of the fourth year medical students at TCD who participated in TOSBA and Drs Nita Adnan, Nadia Ahmed, Iram Bassit and Marie-Christine De Tavernier who facilitated the TOSBA sessions. We are particularly grateful to Ms Cristina Boccado (Executive Officer, TCD) who coordinated the TOSBA sessions and collated the feedback. We would like to thank Dr Brett Lynam, Ms Siobhan Milliken and Ms Suriya Bakthakumar (Institute of Leadership, RCSI) and Dr Frances Meagher (Professor of Medicine, RCSI) who provided invaluable advice regarding the introduction and implementation of TOSBA. Finally, we would like to acknowledge the support of this study by Professor Patricia Crowley (Professor in Obstetrics and Gynaecology, TCD) and Professor Martina Hennessy (Director of Undergraduate Teaching, TCD).
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The authors declare that they have no competing interests.
Authors' contributions
RPD and DJM conceived the study concept. RPD, DJM and PJ designed the study. RPD coordinated and conducted the study, analysed and interpreted study data and drafted the manuscript. DJM helped with analysis and interpretation of study data. DJM and PJ provided critical revision of the manuscript for important intellectual content. All authors read and approved the final manuscript.
Authors' information
Dr Richard P Deane (MD MSc MRCPI MRCOG) is Assistant Professor, Department of Obstetrics and Gynaecology, Trinity College, University of Dublin, Republic of Ireland.
Dr Pauline Joyce (EdD MSc FFNMRCSI) is Senior Lecturer, School of Medicine, Royal College of Surgeons in Ireland, Republic of Ireland.
Professor Deirdre J Murphy (MD MSc FRCOG) is Professor of Obstetrics and Head of Department, Department of Obstetrics and Gynaecology, Trinity College, University of Dublin, Republic of Ireland.
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Deane, R.P., Joyce, P. & Murphy, D.J. Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study. BMC Med Educ 15, 172 (2015). https://doi.org/10.1186/s12909-015-0456-5
- Team objective structured bedside assessment
- Formative assessment
- Clinical skills
- Reasoning
- Obstetrics & gynaecology
- Academic performance


text: Professor Fedoroff's research interests include the molecular mechanisms of microRNA precursor processing, genetic and epigenetic regulation of transposon activity. Other research interests include novel approaches to genetic modification of plants, biological approaches, including the use of transgenics to insect pest control. Also, the genetic modification of crop plants to increase heat and salt tolerance, the domestication of halophytes, and various aspects of the design and improvement of integrated agriculture and aquaculture.

subset: commoncrawl


text:
28 Apr 2020
The Australian Grains Pest Innovation Program (AGPIP) is offering 4 fully funded scholarships for students interested in cutting-edge science, environmental sustainability and agricultural innovation.
AGPIP is an investment by the Grains Research and Development Corporation and the University of Melbourne in collaboration with cesar. The program looking at improved sustainability in invertebrate pest management practices among Australian grain growers.
As a scholarship recipient, you will work in a collaborative team at the University of Melbourne under the supervision of renowned Laureate Professor Ary Hoffmann, Associate Professor Paul Umina, Dr Jessica Lye, Dr James Maino, Dr Perran Stott-Ross, Dr Qiong Yang, Dr Xinyue Gu and other notable researchers.
You will have the opportunity to select from a number of different research topics and speciality areas, including:
For more information or to apply for a scholarship position, email the Pest & Environmental Adaptation Research Group (firstname.lastname@example.com) at the University of Melbourne.
AGPIP is a collaboration between the Pest & Environmental Adaptation Research Group at the University of Melbourne and cesar. The Program is a co-investment by the Grains Research and Development Corporation and the University of Melbourne, together with in-kind contributions from all program partners.
Want to recieve latest news updates from cesar? Subscribe to our emailing list.


text:
Eva Lam studied photography and is currently based in Los Angeles. Her interest in art began with her affection for story books as a child. She loved to hide in movie theater andenvision herself in the virtual world of moving pictures. As a female, Eva has a strong sense offemininity, it is unique, vibrant, obscure and sometimes erratic.
Eva specializes in fine art photography with a focus on conceptual/feminism portraits.
Picking upthe camera is an exciting process for Eva, it gives her an opportunity toexplore the distinctive world of sensations. She aims to integrate her passion for atmosphere, individuality andperception with a hint of modernity in each of her photographs. Essentially, share these beautiful storieswith others.
APÉRO Catalogue Pose - June 2018
Vincent Price Art Museum - New Voices: 2018 Student Art Exhibition - Honorable Mention - September 2018
Photo Place Gallery - Fictional Narrative - December 2018
APÉRO Catalogue Rise - January 2019


text:
Are S.C. Dems Stuck With Alvin Greene?
Political observers and insiders alike have been baffled this week by the results of the Democratic U.S. Senate primary in South Carolina, where Alvin Greene, a 32-year-old unemployed Army veteran with no staff or campaign Web site, somehow captured more than 100,000 votes to soundly defeat former state legislator Vic Rawl.
Up until yesterday, the consensus among pundits had been that voters didn't recognize either candidate and simply picked alphabetically, with Greene's name listed first on the ballot. Now a new theory has emerged: Greene, who it turns out is facing felony charges for allegedly showing obscene pictures to a college coed, was a Republican plant.
U.S. Democratic Rep. Jim Clyburn is calling for a federal investigation into Greene's candidacy, his primary question being how a jobless veteran with no known campaign contributors managed to pay the $10,400 filling fee to run for Senate. "He has no reports of income or expenditures," Clyburn told theSouth Carolina Greenville News. "Somebody is spending the money. The state and federal authorities have got to look into this."
Clyburn stopped short of accusing the GOP of sponsoring Greene's candidacy, but that hasn't stopped political bloggers from speculating. Meanwhile, the U.S. Attorney's Office and the FEC have both remained tightlipped in regard to the possibility of an investigation, and the state Democratic Party has asked Greene to withdraw from the race (and probably not just because of the alleged crime). He refused.
Dr. Robert Oldendick, a political-science professor at the University of South Carolina, says the Democrats could theoretically refuse to certify Greene as a candidate since "the party has the ballot slot." But, he points out, such a move would likely prompt a lawsuit and serve to prolong the bad press. "It would make them look even worse."
As far as the GOP plant accusation goes, it certainly isn't the craziest conspiracy theory we've ever heard, but it seems unlikely. As Oldendick points out, the Democrats had little to no hope of beating Republican Jim DeMint in November regardless of whom they put up.
"You're spending resources on an uphill battle that's unlikely to be won in the best conditions," he says. "Inasmuch as any candidate is unbeatable this November, I think Jim DeMint is."


text:
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The Plato mattress is 20cm thick and features a traditional open coil spring unit with generous layers of fillings for a medium soft comfort support.
The mattress is covered in a quality Stitchbond fabric in a choice of cream or blue and offers a deep quilted flat panel finish for extra comfort.
*Please Note: The divan base and headboard are not included.


text:
Sean Theriault (UT-Austin)
Monday, March 6, 2017 - 12:00pm to 1:30pm
Gowen 1A
Sean Theriault is the author of Party Polarization in Congress (Cambridge University Press, 2008), and The Gingrich Senators: The Roots of Partisan Warfare in Congress (Oxford University Press, 2013).
It's hard to imagine a more relevant topic these days! One of Professor Theriault's primary contributions is to differentiate between party conflict motivated by policy and ideological differences, and conflict motivated by other considerations - what he terms partisan warfare.


text:
While there are many routes to dental school, there is one route that can help you discover talents you never knew you had, broaden your knowledge and help you stand out as an applicant. A foundation in science is necessary for dental school, along with specific prerequisites, but a science major is not. In fact, a different major such as business, philosophy or art can help you become the holistic applicant dental schools are looking for. The combination of science with art or philosophy has been known to enhance dental school applicants' DAT scores in individual sections. Being a non-science major while taking the prerequisites of a dental school allows one to learn two different fields of study that can become a complimentary pair.
As a non-science major, I admit that the route I have chosen is not an easy one. In fact, I believe it may even be more difficult than the average predental path to dental school. Along with a 130-credit business degree at a liberal arts university, I must find a way to squeeze in 50 elective credits of rigorous science courses that meet each dental school's requirements. Completing them all is a lot to handle, but it is not impossible.
For any predental uncertain about the idea of becoming a non-science major, there are a few steps that are key to surviving the non-science predental world:
First, explore the endless majors your university offers. Each university has a list of offered majors that vary, from economics to broadcast media to gender studies. It is essential to try taking classes with varying topics in order to expand your intellectual boundaries.
Second, create a detailed four-year plan that lays out your undergrad journey, including both sciences and non-sciences. For non-science majors, it is important to note that each dental school requires different courses. I addressed this issue by researching each dental school that I was interested in and found out which science courses they required. One resource I found especially helpful when researching schools was ADEA.org.
Finally, stay focused on your goal of getting into dental school. From personal experience, it has been easy at times to drift away from the sciences. Being a non-science major means that you spend fewer hours in the science department. To overcome this issue, stay active in the sciences by volunteering or through research projects. Staying active in the department will help create a positive relationship with your professors and could even remind you of the goal you are chasing and why.
From one predental to another, find a major that best suits you and stick with it.


text: My experiences with Extreme equipment at both L2 and L3 has been extremely pleasing. We done Black Diamonds talking BGP to Junipers and found no problems save for lack of ATM legacy support on the Extreme gear (I'd love to cleanly map PVCs into an 802.1q VLAN). We've not done BGP from the Alpines, as we use them primarily for 10/100 to Gig aggregation to BDs at the core, but its the same software on both platforms so I don't imagine any problems would crop up specific to the Alpines. As for the load balancing aspect, we've been less giddy. It's functional, especially if you are balancing basic HTML/SSL type traffic, but tends to break down when you try to get more creative (such as DNS caching servers, for example). If your client needs basic TCP load balancing for http, smtp, etc (which will suffice for many people), you should still get excellent results from the 380x line. On Thu, 31 May 2001, Arnold Nipper wrote: > > I know ExtremeNetwork's high position in L2, but don't have any idea how they > perform on L3. Now an Alpine3804 might the right solution for a customer as > he needs a loadbalancer, switch and router which also should do BGP. > > Any experience and hints welcome! > > > Arnold >


text:
Macintosh clone maker Power Computing has divulged its intent to begin selling Intel-based machines in an initial public offering (IPO) filed with the US Securities and Exchange Commission.
Power Computing plans to "broaden its product offerings" to include Wintel (Windows and Intel) based desktop and portable computing systems as well as Microsoft Windows NT-based server products.
According to the document, the company plans to offer up to three million common shares for between $US8 and $10 each, and to use the resulting $24 million to reduce outstanding bank debt, fund development, and for working capital.
Power Computing officials remained silent on the filing, but David Wallis, sales director for the local Power Computing distributor Mitsui Computer, said he welcomes the move.
"The Mac clone business will remain their core business but I think the move into Wintel-based machines is entirely logical and extremely sensible," he said.
"We look forward to continuing our already brilliant relationship with Power Computing across all of their products in the future."
Ken Lim, president of consultancy Cybermedia Group, said the decision to sell Windows/Intel does not signal a parting from the company's original intentions. Power Computing signed on to sell Macs at its founding, knowing Macs would be a unique niche market as they attempted to break into the mail-order computer business.
Growth spurt
"There's no way that they could have grown if they'd started with Wintel," he said. "They started with the Mac specifically because they knew they could grow very quickly with that for a while."
Now, however, the company is ready to expand. "Their plan was to get started with the Mac OS and become a very large computing company regardless of platform," Lim said. "I don't think it's a slap in the face for Apple."
Power Computing
Info: email@example.com/
Mitsui Computer
Tel (02) 9935 2400ÊFax (02) 9935 2462


text:
|Player has retired.
|Background Information
|Maciej Ratuszniak
|Country of Birth
|March 16, 1989 (age 31)
Mid Laner
|Favorite Champs
|Soloqueue IDs
|PULSE Shushei, DB Shushei,
Based Shushei, Fnatic Shushei
|Social Media & Links
|Team History
Maciej "Shushei" Ratuszniak is a retired League of Legends esports player, previously mid laner for Pulse Esports.
Shushei is a high-elo player who has also played as the top and mid laner for various professional teams, e.g. FnaticRC.
- Known for his
Gragas and
Alistar play early in his Career, popularizing the use of those champions as AP Carries.
- Played over 2,000 ranked games during Season 1.
- Partly responsible for the Season 2 double-AP meta.
- Formerly a HoN player with high ranking.
- Used to play World of Warcraft as a Death Knight. In the Wrath of the Lich King days, he was rewarded with a legendary axe by his guild.
- Among the first players to use
Vi in competitive play as well as AP
- Won the MVP award for the Season One World Championship while on Fnatic.
- Founded DragonBorns with longtime friend HosaN after their departure from EloHell.
- After a win in the LCS Warsaw qualifiers he chest-bumped his teammate Hosan causing him to fall.
- Inducted to Fnatic's Hall of Fame.[6]
Tournament Results[edit]
This table shows up to the 10 most recent results. For complete results, click here.
- 2013
- 2012
- 2011
- January 25 - Shushei: 'We had fun and practised a lot!' (video) with Team Acer
- September 15 - Dreamhack Bucharest: Interview with Pulse Shushei (video) with SK Gaming
- May 27, - Catching Up with Shushei and xPeke, Fnatic League of Legends (video) with Cyber Sports Network
- August 3, - ECC: Poland - Wywiad z Maciejem "Shushei" Ratuszniak (Polish video) with ESLtvPL
- August 10, - in2LOL Interviews Shushei with in2LOL
- August 18, - IEM Cologne: Shushei Interview (video) with Cadred
- August 21, - LoveLoL.de interviewt: ELOHELL Shushei (video) with LoveLoL.de
- June 19, - Dreamhack coverage: Shushei interview with Absolute Legends
- June 20, - Shushei interview after beating aAa Game 2 (video) with DreamHack
- June 22, - Hi I'm fNatic Shushei and its my AMA with Reddit
- March 2, - Personal Interview to Shushei with Araneae
The following pages redirect here:
- ↑ 1.0 1.1 1.2 Fnatic Releases Shushei fnatic.com
- ↑ 2.0 2.1 2.2 FnaticMSI enters League of Legends fnatic.com
- ↑ 3.0 3.1 3.2 Shushei's Facebook Post facebook.com
- ↑ 4.0 4.1 4.2 Koniec dywizji League of Legends Pulse eSports (Polish) lol.cybersport.pl
- ↑ 5.0 5.1 5.2 Polacy zagrają w Pulse (Polish) lol.cybersport.pl
- ↑ Shushei joins the Fnatic Hall of Famefnatic.com


text:
OCB Texas League of Legends
OCB Texas League of Legends (Pro Qualifier*)
Austin, TX
May TBA 2021
Elevate Event Live at 15806 Windermere DR 100A Pflugerville Texas 78660
Doors Open 9:15 am event will start 10:00 AM and run straight through with a 45 min intermission after group comparisons and before individual presentations/ awards. Athletes should report to the venue by 8:30 am
Adult General Admission $40, Under Age 12 General Admission $10, Assistant (general admission plus backstage access): $75 (only applicable to those helping a competitor prepare back stage). One assistant max per competitor is permitted.
Entry Fees & Deadlines
If entry is received by May 1, 2021 Entry $80. Entry fee for each additional class $50. After May 1, 2021 an additional late entry fee of $50 applies. June 1st is the last day entries will be accepted.
Categories being offered are Bikini, Figure, Women's Physique, Bodybuilding, Men's Physique, and Men's Classic Physique. Transformation. Competitors may not participate in more than one category at a show.
Division Offerings
Bikini: Debut, Novice, Age 40+, Open
Figure: Debut, Novice, Age 50+, Age 40+, Open
Men's Physique: Debut, Novice, Age 40+, Open
Men's Classic Physique: Debut, Novice, Age 40+, Open
Men's Bodybuilding: Debut, Novice, Age 60+, Age 50+, Age 40+, Open, Physically Challenged
Women's Physique: Debut, Open
DEBUT ELIGIBILITY: First competition ever. Competitors cannot have ever competed in any category with any organization.
NOVICE ELIGIBILITY: Cannot have placed first in any class (besides Teen), within any division, within any category, with any organization (with the exception of cases where first place was won in a class that only had one competitor in it)
Details about how classes will be split for divisions that will have more than one class.
Entering More than One Division (Crossover Entries)
A crossover entry is entering more than one division within a category. For example, someone may enter the Novice division, if eligible, and also crossover into the Open division and compete in it as well. Competitors may not participate in more than one category (Bikini, Figure, Physique, Bodybuilding, Classic Physique) at any given show.
Awards for the top 5 in every class.
All competitors are required to be current members of OCB to participate in this event. If needing to obtain the annual membership, please register by a week before the event. Memberships can be purchased on OCBonline.com.
This is a natural (drug-free) competition. All competitors must meet eligibility criteria listed in the OCB drug testing guidelines in order to participate. Prior to registering, competitors should review the procedures and list of banned substances posted on OCBonline.com
Banned Substances and Screening Methods
All competitors are required to be polygraph tested prior to competing. In addition, all pro qualifying placement winners are required to provide a urine specimen immediately after the conclusion of the event for urinalysis.
Check-Ins and Polygraphs
Event check-ins and polygraph screenings will be offered by appointment on Friday June 5th at Elements Hotel Austin
1770 Warner Ranch
Round Rock, TX 78664.
Schedule an appointmentThe polygraph fee is $50 and is payable at the time of scheduling an appointment. Please try to schedule your polygraph appointment so it's before your spray tanning appointment if doing both the same day.
What to expect at event check-ins/polygraph screenings? Polygraph testing and check-in tasks will both be done at the appointment time scheduled. Check-in tasks will consist of distributing competitor number buttons and any advance tickets purchased, turning in photo order forms (if applicable), verifying paperwork, and any other administrative tasks that may be needed.
Host Hotel
Elements Hotel Austin
1770 Warner Ranch
Round Rock, TX 78664
Backstage Policy
One assistant max per competitor is allowed backstage. The assistant must purchase a trainer/assistant ticket, which is good for general admission and back stage access.
Competitor Prep Area
Light weights, bands and mirrors will be backstage for use in preparing to go on stage. Competitors are welcome to bring their own equipment and mirrors as well.
Photo & Video Coverage
Hannah C Photography: Photo forms will be available at check-in, but competitors may also pay in advance.
Video Recording Policy
Competitors and friends/family are welcome to bring recording devices.
Spray Tanning
*NOTE* Tanning products have a tendency to stain and damage clothing, sheets, and other surfaces. To purchase protective attire that will prevent staining, visit Wear & Away
Hair & Makeup
Host Hotel
Contact the Promoter
Nikky at firstname.lastname@example.com


text:
aya: ma, when can i have a baby brother?
mommy chee: hmm. you're asking a tough question, dear. (long pause) let me put it this way. before mommies can have babies, first, mommy should get married with daddy before Papa Jesus sends them a baby.
aya: how about you? how come you and papap weren't married, but Papa Jesus sent you babies?
mommy chee: ate aya, it was mommy chee's mistake of asking Papa Jesus for babies before getting married because i thought it was okay. but now that i know better, the next time i ask for a baby from Papa Jesus, i know what to do. so mommy chee must get married first before we ask for a baby brother. do you understand?
aya: yes, ma.
mommy chee: you keep that in mind, okay? mommy made a mistake, so when you grow up and decide that you want to become a mommy too, what should you do first?
aya: i should get married first.
mommy chee: very good. but before you get married, what must you do first?
aya: finish my studies, build my own store, and buy the things that i want!** (said with much gusto)
mommy chee: very good, ate aya.
i won't forget this question from aya where i was really caught offguard especially when she asked "how about you? how come you and papap weren't married, but Papa Jesus sent you babies?" i knew that i was not talking to an ordinary child, and so i decided to give her a straightforward answer she would learn something from, rather than beat around the bush. hence, admitting to the mistake that i have done. i also wanted to make sure that i gave the emphasis that i was the one who made the mistake, and i was sorry, that i will do the right thing next time; and not give her the idea that they were the mistake.
i'm so proud of my daughter. i just feel sorry that sometimes, she would tell me how she wished we had a "father" in the family to complete the picture. ...but she makes me even more proud when she tells me that she has the best family in the world.
single parenting is not easy, but i'm really glad i'm surrounded by angels who help me through, and i always tell aya to count the blessings God is giving us and be thankful for them, instead of counting the things that we did not have, and pray for the people who are not with us.
**i don't really intend for my daughter to be materialistic when she said her last statement, but at her young age, based on my experience with her whenever we were together at the mall, there were a lot of things that she wanted to buy, and very often, i said no. i said "No" not because i didn't want her to have that item, but because we couldn't afford it right now. i was trying to stress to her the importance of prioritizing, that we should buy the necessities (needs) first, and then the wants should be bought, only if we have excess/extra money to buy them.
i also shared with her my stories of how i enjoyed buying stuff for myself when i started to work after school, and i saw that she was inspired by them. i hope she will picture herself doing the same thing--enjoying her single life as an adult--and one way is being independent and able to buy what she needs and wants, and even being able to share them to people.
i'm confident that with God's guidance, aya, and also jamie, will both grow up the way every mother wants their daughters to be. God-fearing, responsible, and loving.
I'm Mommy Chee, and welcome to my blog, "Aya Asks." I named it so because I'm starting to get amazed (and often times amused) with the questions my 6-year-old daughter Aya has been asking me these past few weeks, and I feel it would be very nice to share them together with my answers as well.
Please feel free to comment on my responses, as it honestly feels like an impromptu speech exam way back from my senior year in high school whenever she stops to ask me something!
Happy reading!
God bless!
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text:
Open-Realty® 3.0.10
Posted: 10/18/2010 01:49 PM
Add Comment
Posted: 10/18/2010 01:49 PM
Add Comment
Open-Realty® v3.0.10 has been released. This release is contains a number of bug fixes to correct a couple of issues with the previous v3.0.8 release. Â
Open-Realty® 3.0.9 was not released, after we found some additional issues that we felt needed to be addressed in 3.0.10, which is why you will see both updates install.
Change Log for Open-Realty® v3.0.10
- Prevent deletion of WYSIWYG Page Editor Page #1Â
- Add Bulgarian and Indonesian languages to installer.Â
- Featured Listings were using a relative URL instead of absolute which was causing broken links on sites using directories in their SEO friendly urls.
- Fixed a bug where twitteroauth class would be loaded twice causing a Fatal error
- API: Fix field__assign_class command so it correctly added fields to existing listings.
- API: Fixed a number of spots in the fields api commands where the "error" key would be returned as "Error".
Change Log for Open-Realty® v3.0.9
Fix URL Parsing when using + as the URL Separator
- Fix bug in Media widget that cuased user image uploads to all upload the admin user.
- Made Open-Realty's internal ajax command for adding listings use the API listing__create command.
- Setting the template in the URL was requiring a refresh before teh template change would take effect
- API:Â listing_update was not returning any responce upon a sucessfull update. Made it return error false and the listing_id it update to be consistant with other api commands
Categories: Open-Realty® Updates
Support for our products is not handled via this blog. If you have questions about Open-Realty®, or need support, please use the following links:
Sales: Sales questions
Support: Support
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text:
In Germany many insiders consider Enderle & Moll the country's single greatest producer of Pinot Noir. That's a wild claim to be sure, but then you taste the wines and you think to yourself, "…yeah, alright, well maybe…"
The wines are that compelling.
What you can say with certainty is Sven Enderle and Florian Moll fly in the face of just about every conventional estate in Baden. It's hard to emphasize how contrarian (and even confrontational) their vineyard and cellar work appears to the powerful coops of the region, to say nothing of the "famous" estates who still seem to pursue efficiency, ripeness, size, alcohol and, yes, new oak, with abandon.


text:
ODA Faculty and Staff Arrive at Uihlein Campus to Train for the School's September Opening
Samantha Malcolm, Co-Editor-in-Chief
August 20, 2020
Time for Balance
Chloe Spingler, Copy Editor and Staff Writer
December 20, 2018
"Usually, during breaks, I work every single day. But during this break, I tried to limit my time working so I could spend time with my family during the holidays." "Usually, during breaks, I work every single day. But during this break, I tried to limit my time working so I could spend time with m...
Snitches Get Stitches
Grace Dunn, Staff Writer
November 15, 2018
This is the story of when I was wrongfully suspended from kindergarten. During this time my best friend Angelina and I were playing a game we made up called "Super Kitties." We would always play our game at recess. It was more of a game where it would just be me and Angie playing. Whenever someone...
What Not to Do When You Go to a Foreign Country
November 15, 2018
"This all happened when I was about like three and my family when I went to Italy for my mom's best friends wedding. One day while we were on the trip my mom and her friend decided to go to the spa so my dad decided to take me and my siblings into the city. So my dad is notorious for wrecking every single...
"It Goes Both Ways."
Peyton Wells, Staff Writer
November 13, 2018
"I used to say there are such things as moral victories and he [a coach] would tell me that there weren't. And I was like no, definitely there are because sometimes, even when you lose a game or you lose a case or fail a test or whatever, you still are accomplishing a lot if you've put in your b...
Car Wash Gone Rogue
Angelina Spina, Staff Writer
November 9, 2018
"I live in the country club. My friend Cameron Peens moved in right next door to me when I was about two years old. We were really close friends and would sometimes wash our parents' cars for a few cents. It was more about just playing around with the soap and hose. One day we thought we were going to...
Gillette's Green Thumb
Patrick M. Olson, Staff
November 6, 2018
"I love gardening club because I care about the environment and our planet. I want a safe and healthy planet for our generation and generations to come"
Mrs. Davis
Christian Ramos, Staff Writer
April 17, 2017
My room is open all the time because I believe that learning happens all the time. I think that we do things better when we are comfortable. I don't teach English; I teach students. I have them read a bit before I introduce the text so I don't taint their view on the piece. When I introduce a new w...
Mr. Naylor: Camp Chief
Grace Dunn, Staff Writer
April 3, 2017
I attended summer camp for years as a boy, and then later as a young adult. That has colored my view of the world and contributed to my memory increasingly. My senior year when I was 15, I was trying desperately to achieve the rank of 'chief,', as we called it. This had been achieved by only two camp...
Sydney Sforzo: Double Trouble
Grace Dunn, Staff Writer
April 3, 2017
"Last year when I was in eighth grade I played on the varsity tennis team. I played doubles with Balia Banguria, who was a senior. She played division one tennis, and is now at the University of Nebraska. She was a really good role model for me throughout the season. We played together in every si...
Najee Rhodes
Sereena Feeney, Staff Writer
March 30, 2017
"When I first walked out on the field I had a couple butterflies, but after the first round, I started to feel comfortable at the plate. I think seeing the crowd's reactions after my hits in the first round just made me feel good, and I became more confident. Towards the end of the rounds, I felt more...
Katherine Pacitti
Sereena Feeney, Staff Writer
February 12, 2017
"Throughout my high school years, I have taken on commitments that require a lot of time, responsibility, and balance. My first priority is school and maintaining good grades. Sometimes this can be difficult to achieve with such a time consuming schedule. Juggling track, club soccer, my job, school, a...


text:
A few weeks ago my friend Luke, who I travelled to Japan with a few years back and played football alongside while I was living in Korea, contacted me with regard to writing a lifestyle/opinion piece on my time in Busan for his new website; weteachkorea.com
The largest Buddhist temple in Busan, Beomeosa feels both homey and solemn, if such a thing is possible. Enter through the storied gates and become aware of the temple's 1,300 year history.
moto'd up to beomeosa, checked out some buddhas, saw some of the fall colors.
holy moly, it was pretty. you could make a donation and write a prayer on a shingle for the roof of the temple.
Took a Sunday stroll up Guemjeong and witnessed evening rites; visiting bhikkus from Thailand were led around in their orange robes and the abbot of Beomeosa passed everyone a gift of his calligraphy (us too). The temple was muffled in dribbly evening haze. Five people quietly watched the monks exit the hall single file and chant the heart sutra into the mountains like a hoarse fight song; an ode to awakening. Metaphysical mercenaries. Many were quite young. I was surprised. Drums and bells echoed and reverberated, tinkling and bouncing through the evening air as white mist mushroomed off the southern peaks. It was a long weekend, and a bleary eyed Sunday, also the first day of monsoon season, and the scene, my mind swamped in stale smoke and alcohol,made me wonder why I don't go up there more often.


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Live help available 7:00 am – 4:pm CST
TECH SPOTLIGHT: LS AND LT CYLINDER BLOCK DESIGNOne of the biggest design differences between the original Gen I/Gen II Small-Block and the Gen III/Gen IV "LS" engines and the recently introduced Gen V "LT" Small-Block is the long-skirt block casting of the LS and LT versions.
Also known as a Y-block design, because of the profile it creates, it's defined by the casting's extension below the centerline of the crankshaft. The primary reasons for it are strength and rigidity. By extending the block below that dimension, the crankshaft's location is secured further with crossbolted main bearing caps. The Gen I/Gen II Small Block main caps are located with two or four vertical fasteners. With the LS and LT blocks, there are four conventional vertical fasteners, along with two additional horizontally located cross bolts.
Additionally, the long-skirt design adds rigidity to the block – particularly with the cross-bolted main caps – that contributes to smoother overall performance. Evolution of the basic LS/LT block has improved the bay-to-bay breathing capability between the sections of the block separated by the main caps, meaning there's less power-robbing windage in the latest versions, which optimizes performance in blocks design to support great power capability with strength and refinement
This same design is incorporated into the GEN IV-style LSX iron block from Chevrolet Performance. This rugged design also incorporates a 6-bolt cylinder head to apply additional clamp load for nitrous, turbo-charged and supercharged applications. The Ultimate LS block!
Amboy, IL 61310


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Mars Tow Truck Services is one of the leading tow truck services in Los Angeles, CA. The company provides 24 hours assistance all over the city for almost all kinds of vehicles. One of the major factors that set apart the company from its counterparts is the smooth company workflow that consists of professional and well-trained staff. The company always works towards improving its services by training its staff members regularly and enhancing the quality of equipment. Staying at par with the industry standards is given utmost importance at Mars Towing truck services.
The services offered by the company are available 24/7 and the staff members are promised to be highly responsive to the customers. The representatives are trained to handle all kinds of queries related to roadside assistance and towing while they also do their best to reach for on the spot help if required. The customers can contact the towing truck service in case of a car breakdown, engine failure, tire puncture, running out of gas or any other troublesome situation when they need roadside assistance or their vehicle to be towed to a safer place.
The company representatives try to reach as soon as possible to the mentioned spot with all the equipment so that the customer can stay stress-free. All the employees in the Mars towing truck services are licensed and authorized to the task effectively and as quick as possible. The work shifting practice allows that one or another representative is always available for help, despite any time of the day or night. The company considers the fact that emergency can happen anytime which is why they are there to assist people whenever they need any towing services.
"The company workflow that we practice is the reason e are enjoying success in offering best in class services to the people. It helps us in managing our company efficiently and cater to the increasing demand of our customers. We regularly train our staff to polish their skills and stay up to date with the new technology as per the industry standards for offering the best service possible. We give utmost priority to tow the customer's vehicle from one place to another, in exactly the same condition," says company spokesperson.
Mars Los Angeles Car Towing Service also specializes in car lockout services and flatbed towing.
More information about the same is available on their official website.
Media Contact
Company Name: Mars Towing Los Angeles.
Contact Person: Press Execuctive
Email: firstname.lastname@example.com
Phone: 323-745-8297
Country: United States
Website: www.towingmars.com/tow-truck-service


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H.R.1633 - Smart Manufacturing Leadership Act116th Congress (2019-2020) |
BillHide Overview
|Rep. Welch, Peter [D-VT-At Large] (Introduced 03/07/2019)
|House - Energy and Commerce; Science, Space, and Technology
|Latest Action:
|House - 03/08/2019 Referred to the Subcommittee on Energy. (All Actions)
This bill has the status Introduced
Here are the steps for Status of Legislation:
- Introduced
- Passed House
- Passed Senate
- To President
- Became Law
Subject — Policy Area:
- Energy
- View subjects
Summary: H.R.1633 — 116th Congress (2019-2020)All Information (Except Text)
There is one summary for H.R.1633. Bill summaries are authored by CRS.
Shown Here:
Introduced in House (03/07/2019)
Smart Manufacturing Leadership Act
This bill addresses the productivity and energy efficiency of the manufacturing sector as well as the development of smart manufacturing technologies (certain advanced technologies in information, automation, monitoring, computation, sensing, modeling, and networking).
The Department of Energy (DOE) must complete a national plan for smart manufacturing technology development and deployment to improve the productivity and energy efficiency of the U.S. manufacturing sector. DOE must revise the plan biennially to account for advancements in information and communication technology and manufacturing needs.
DOE may make grants to states for supporting the implementation of smart manufacturing technologies. States must use those grants to (1) provide access to shared supercomputing facilities to small- and medium-sized manufacturers, (2) fund research and development of transformational manufacturing processes and materials technology that advance smart manufacturing, and (3) provide tools and training to aid the adoption of energy management systems and implement smart manufacturing technologies in the manufacturers' facilities.
DOE must expand the scope of technologies covered by Industrial Assessment Centers to (1) include smart manufacturing technologies and practices, and (2) equip the centers' directors with the training and tools necessary to provide technical assistance in smart manufacturing technologies and practices.
DOE must (1) study how it can increase access to existing high-performance computing resources in the National Laboratories, and (2) facilitate access to the laboratories by small- and medium-sized manufacturers.


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5 reasons to book on the Official website
- Free entrance to the Vulcano Spa
- Free bottle of cava in your room on arrival
- Late check-out (subject to availability)
- Discounts on treatments and massages
- Lowest price guaranteed
If you book on here, you can relax: you will stay in our resort with the guarantee of the lowest online rate. If you find a better rate, we will match it. It's that easy!
Make your booking with us. If you find another website with a better rate and the same conditions:
- Let us know with complete details where you found a better offer than ours (the booking must be available and it must include all the details and conditions that match or better the one we offer).
- Send your request to firstname.lastname@example.com. Please attach a screenshot that shows the other website with the aforementioned lower rate. We will check it and, if it is correct, we will correct your booking rate.
- We cannot accept a rate match derived from an upload or publication error of the rates on different website.
- We will accept to match the rate as long as it is possible to book that lower price on that particular channel.


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5 Signs You Might Have A Scary Vitamin B12 Deficiency
Are you run down? Incredibly anxious?
Few nutrients—heck, few bees—are as buzzy as B12 right now. Juice bars are adding it to smoothies. Celebs like Rita Ora and Chelsea Handler get it injected into their bums. It's being touted as a magic bullet for everything from low energy to a sluggish metabolism, and it hit close to home at WH when three staffers were diagnosed with a B12 deficiency in a single week. We repeat: a single week!
Studies show that 15 percent of people are B12 deficient, and nearly 40 percent are borderline. That's a major loss, because the nutrient is a powerhouse—charged with helping to make DNA (no less!), keeping nerve and blood cells healthy, and helping to deliver fresh oxygen to organs. And when your body is tight on O2, you'll feel wiped out all the time, no matter how many Zs you log.
Yet many women with a deficiency go undiagnosed for not months, but years. Frustratingly, B12 levels aren't usually checked in routine blood work, and it's easy to chalk up symptoms of a deficiency to stress or busyness, says New York City nutritionist Robin Foroutan. So should you be supplementing?
A Growing Risk
One reason B12 deficiencies seem to be blowing up? They're impacting two groups whose numbers are swelling. Most people take in enough B12 from natural sources—meat, fish, eggs, and dairy. That means vegetarians and vegans are most prone to lagging levels (up to 87 percent of the latter may be deficient). And with these dietary preferences on the rise — 8 million people now identify as vegetarian and vegan, and Google Trends shows a 90 percent increase in searches for "vegan" in the past year — deficiencies could further mushroom.
A similar story is unfolding for women with gut troubles. That's because chronic gut inflammation — which comes with conditions like irritable bowel syndrome (IBS affects up to 45 million adults, two-thirds of them female), celiac disease, or Crohn's — limits the body's ability to absorb the nutrient. Heartburn sufferers often lack the nutrient too, since acid-reducing meds can limit the stomach acid needed to release B12 from food. If you fall into any of these groups, visit your GP, who can test your blood (most insurance plans will cover the cost if your doc prescribes it) and discuss ways to bring up your B12 levels.
These symptoms can get scary fast — going from mild to severe in as little as six months if untreated. If you notice any, see your doctor right away.
READ MORE: 9 Obvious Signs You Lack Iron And Need To Change Your Diet ASAP
Your Tongue Is Smooth And Shiny
About half of people with a B12 deficiency lose papillae — tiny, taste bud-containing bumps. As a result, your tongue may feel sore, and your sense of taste may wilt, making even spicy fare seem bland.
You Feel Prickles
A lack of B12 can deteriorate nerve cells, leading to a pins-and-needles sensation in your hands and feet. Ignore it, and the tingly feeling can become permanent, says Dr. Joshua Miller, a professor and chair of nutritional sciences at Rutgers University in New Brunswick, New Jersey.
READ MORE: So THIS Is Why Your Daily Vitamins Make You Nauseous
Your Balance Is Shot
Without the protection of B12, the nerves in the spinal cord (which branch out to control your legs) can wither, leaving you dizzy and wobbly. Stumbling regularly isn't normal unless you're teetering in sky-high heels, so report ongoing instances of feeling off-kilter as soon as you notice them, says Miller.
You're Having Trouble Remembering
Nerve damage in your brain can leave you foggy, confused, and forgetful. If you frequently blank on the name of your favourite restaurant or misplace your keys more often than usual, take it seriously and get tested. The mental misfires can progress quickly and become irreversible; some people develop symptoms so severe, they mimic dementia in a year's time, says Miller. (Don't panic: Docs say most younger people come in before true dementia-level symptoms set in.)
READ MORE: Can Your Vitamin Deficiency Make You Depressed?
You're Stressed Or Crying All The Time
A lack of B12 can mess with your mental health and eventually can lead to depression or anxiety. One theory why: Low B12 may affect the production of mood-regulating neurotransmitters like serotonin and dopamine, the same brain chemicals impacted in depression that's not related to B12. If you feel low and there's no obvious stressors tanking your mood, talk to your Doc.
Pregnant Pause
Large doses of folic acid — the vitamin all pregnant women need to take to prevent neural tube defects in their babies — can mask a B12 deficiency. Meaning, if you're swallowing folic acid, your doc might miss the obvious signs of low B12 until more serious neurological symptoms like difficulty walking or memory issues pop up, says Dr. Zhaoping Li, director of UCLA's Center for Human Nutrition. If you're expecting, ask your ob-gyn to test your vitamin levels when she does other blood tests.
READ MORE: What Are The Best Supplements For Gut Health?
Boost Your B
Raise those levels with science-backed (and real women-tested) tactics. Pick your preference; all work equally well.
Eat B-12 Rich Foods
"When I found out I was deficient and started eating more foods high in B12, I had less fatigue and muscle weakness within a month." —Michele Baker, 45, Columbus, Ohio
Try it: Meat-eaters and vegetarians alike can score the daily recommended 2.4 micrograms of B12 via food. Some of the best sources:
- 1 egg: 0.45 mcg
- 85g mozzarella: 0.65 mcg
- 85g beef tenderloin: 3.48 mcg
- 1 cup nonfat milk: 1.23 mcg
- 85g salmon: 2.38 mcg
- 85g tuna: 9.25 mcg
- 85g oysters: 5.75 mcg
- 1 cup Kellogg's All-Bran Complete Wheat Flakes: 6.62 mcg
- 1 cup soy milk: 3 mcg
- 1 Tbsp nutritional yeast seasoning: 2.4 mcg
Swallow A Supplement
"I'm a vegetarian, and I had been feeling a little shaky before I was told I wasn't getting enough B12. My doctor suggested I take a supplement; when I did, the dizziness stopped almost immediately." —Tiffany Hayden, 29, Thousand Oaks, California
Try it: Pop a daily 1,000-microgram supplement (unless your doc suggests a different dose). Research shows pills, gummies, and under-the-tongue dissolvable tabs are equally effective. Look for a USP or NSF seal on the packaging; this indicates an independent organisation has verified the product contains the ingredient, in the stated amount, listed on the label.
Get An Injection
"I have IBS and a range of food intolerances, so absorbing nutrients is tough for me. I've been getting B12 injections at my doctor's office for 10 years; I usually notice an uptick in my energy levels a few days after my doc gives the shot." —Zoe Macfarlane, 43, Los Angeles
Try it: Needles bypass the gut to deliver the nutrient straight to the muscle, so you may feel the effects as soon as the "juice" goes in or up to a few days after. Most women need the shots monthly to keep energy levels from flagging. If you've been diagnosed as deficient, you can get the jabs at your doctor's office or drugstore wellness clinics, and insurance will likely pay. If you haven't been diagnosed, don't buy into the fad. While taking in more B12 won't hurt you (you'll just pee out what you don't need), doctors suspect the energy lift some non-deficient people report feeling post-shot is just a placebo effect.
This article was originally published on www.womenshealthmag.com
READ MORE ON: Health Health Advice Vitamin Deficiency Vitamins And Minerals


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When disaster strikes, your car can be the easiest and fastest path to safety. Whether you have a brand new car or an older model, keeping your bug-out vehicle in tiptop shape is an important part of any prepper's survival plan. Unfortunately, no matter how well-maintained your car is, there's always a sliver of a chance that things could go wrong. If you do experience these problems, would you be ready to deal with them appropriately? (h/t to Survivopedia.com)
It doesn't matter if you're just out on a road trip or heading to your bug-out location to escape danger — your vehicle can break down at the most inopportune time, usually when you're quite far from home. One way to remedy this is by keeping a tool kit in your car with the essentials like wrenches, pliers, screwdrivers, and a ratchet and sockets. This can give you the ability to do repairs on the go, but this is assuming you have the knowledge to identify vehicular problems and how to repair them. (Related: Planning a road trip? Don't forget these 5 survival essentials.)
Here is a list of seven common car problems and how to fix them:
A flat tire usually isn't that much of an issue. If you've packed a spare along with all the tools needed to change it, you're good to go after a few minutes of maintenance. Even if you don't have any spares, you can still get yourself out of a bind. Coca-cola is a surprisingly decent alternative if you don't have a can of fix-a-flat available. You can mix the cola with powdered dirt to make a slurry then stuff it into the broken area. Afterward, you can fill it up with air.
If the tire reaches the point where it can't hold air at all, you can still salvage it by cutting out a few parts of the sidewall and filling it with grass. It may not reach full inflation but it can allow you to drive the car slowly until you can get a replacement tire.
Even veteran preppers can forget a car jack in their vehicles. Some of them can be quite big and heavy, making them more of a hindrance. To change your tires without a car jack, use an old-fashioned lever to get the job done. All you need is a good-sized rock and a sturdy tree branch. Let a couple of people push down on the far end of the branch while you work on changing the tire.
One problem you can potentially face is not being able to get the wheel off. The lug nuts could be too tight or the wheel has rusted to the hub. You can fix this by placing another tire on the already mounted rim of the car. However, this could lead to another problem: not being able to seal the tire to the rim. Most tire shops use a special lubricant for this purpose, but you can easily substitute it with antibacterial hand cleaner. Not only does it make a good lubricant, but it also seals the joint between the tire and the rim as it dries.
Tire rubber won't last forever. In most cases, tires would be replaced before they even start to go bald, but some people miss the warning signs. One way to solve this is by keeping a roll of duct tape on hand at all times. Just place several layers of tape on the bald spot, then check it every once in a while. If it gets too bad, add more duct tape as necessary.
At one point, your car can overheat. The first thing to do is to open the hood and figure out where the problem is and what you need to fix. The most likely things to go bad are the radiator hoses. A simple temporary fix is to simply cut off the bad part of the hose, then reattach it. If the hose's length won't allow it, you can patch it up with duct tape. Be sure to clean the outside of the house thoroughly so the tape can stick.
Problems related to the radiator should generally be nothing more than pinholes, or just one pinhole to be exact. However, that one pinhole could lead to a number of problems in the future. Replacing the radiator core as soon as possible should be a priority. To temporarily seal up pinholes, you can use finely ground black pepper to jam the holes. Another way of fixing this without the use of a store-bought sealer is by cracking open a raw egg inside the radiator. The egg would find its way into the hole and cook in place, sealing it.
The thermostat controls the flow of coolant through the engine and radiator. Most newer cars won't allow you to take the thermostat out for maintenance without taking out the gasket seal that prevents leakage. If the gasket becomes damaged, you can make a temporary one using a silicone gasket sealer or just chewing gum.
If your car are not properly prepared for a disaster, your time on the road could prove to be dangerous. Repairing common car problems is an essential skill that will help you survive even the toughest situations.
Sources include:


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Yoga Institute in Gurgaon
Yoga is awareness and balance of mind, body and soul, so we ensure our yoga institutes in Gurgaon offer you practices that heal your mind, body and spirit through holistic approach. With the use of yoga postures and right techniques, our yoga institutes in Gurgaon offer yoga regimen suitable for all levels from beginners to more experienced and advanced, from kids to senior citizens.
We run daily schedule of Yoga classes which include various range of yoga asanas, pranayama, yoga mudras, yoga sutras and meditation to encourage self-discovery. Yoga Tatvam yoga institutes in Gurgaon gives you an amazing experience to relax your body and mind from stressful environment and other things you would also learn correct body alignment and breathing techniques while standing sitting or lying in everyday life. As they say "Practice makes a man perfect and consistent practice makes a man stronger" so at yoga Tatvam, we believe in regular and disciplined sessions and encourage you to explore and experience each class with sense of openness without being biased to any particular form of Yoga.
I vouch for health based upon a combination of Yoga and Pilates as this forms the very foundation of existence since times immemorial. Regular sessions not only strengthen our body's foundation but most importantly equip us with the necessary skills to live a fully conscious and balanced life aiming to keep ill health at bay, thereby saving us health, wealth and relationships, says, Chhavi Mittal, Director, Yoga Tatvam.


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The second in a series of three fun runs is scheduled for Saturday, Sept. 16. More than 170 people took part in the first of this year's 2-mile Fidelity Fun Run, which was held last Saturday.
The first five male finishers on Sept. 9 were Will Edwards, Okeve Hamilton, Levi Superville, Andrew Keast and Sherlock Brooks.
The first five female runners were Tiffany Cole, Ava Hider, Nadine Gray, Molly Kehoe and Sion Hawkes.
The start of the Week 2 leg is at 7:30 a.m. on Saturday, opposite the former John Gray High School. Week 1 participants are reminded to bring their bibs.
Complete results for the fun runs can be found on www.caymanactive.com.
Support local journalism. Subscribe to the all-access pass for the Cayman Compass.


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Travelling to the U.S. Conference on AIDS to be with like-minded people is always a thrill. My organization sells condom dispensers. We re-invest what little we make into giving free dispensers and condoms back into our community. We know condoms help prevent new HIV infections.
Carrying that message has taken me to AIDS conferences all over the country. Returning from the 2017 conference in Washington, DC, I'm still filled with hope. When people gather around this pandemic to share what's working—and what isn't—we learn from one another.
Alarmingly, about half of all new HIV cases are among youth; what's more, and 60 percent of HIV-positive young people don't know they're living with the virus. As president of Capital City AIDS Fund (CCAF) in Sacramento, I oversee an aggressive HIV prevention and education campaign launched in 2005 targeting youth.
We've installed dozens of free condom dispensers in northern California bars and colleges that include educational posters on the front. At the annual U.S. Conference on AIDS (USCA), CCAF displayed its patented dispensers now being used around the globe.
At the San Diego conference a few years ago, a vibrant young woman named Charesse Ahmed tracked me down at our booth. In her third year of college, she wanted more information about our CCAF scholarship program for HIV-positive students. Created in 2002, the fund has raised and distributed to students nearly $200,000.
Charesse explained to me that her mother had died when she was a teenager. She went on to tell me that she never knew what caused her mother's untimely death. Then, eventually, a family member shared with Charesse that her mother had died from complications related to AIDS.
Shunning the stigma that prevented family from talking about the cause of death, Charesse found a mission. In her mother's memory, she became an HIV/AIDS outreach worker. She also did HIV testing.
Then, one night at home alone, she whimsically decided to test herself. Awaiting her results, she was not prepared for what would learn. Her test came up positive for HIV. She had apparently been born with the virus.
When Charesse told me her story, I hugged her with my soul. Today, Charesse is receiving treatment, she's healthy, and one of my star pupils, currently on a Fulbright Scholarship in Mbabane, Swaziland. Next, she'll pursue a master's degree.
Shehan Welindha was also in San Diego. He's a third-year doctoral student. CCAF's scholarship program has been funding him for years. He's researching high-risk behavior and gay men.
I beam as I write about these two students. Both were kind enough in San Diego to share their stories on camera with me. The video was streamed on the website of the U.S. Conference on AIDS. And it truly sums up why I do this work. To save and enrich lives.


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Welcome to this year's Bailprint prize draw and the chance to win £100 or a bottle of fizz!
It's so simple. Just take two minutes out of your busy day to enter this quick and easy prize draw. The £100 cash or bottle of champagne could be yours. Good luck!
It takes two minutes and a wee bit of luck
To celebrate the art of label printing, we enjoy shining the spotlight on our clients, our favourite labels and the Bailprint team. For your chance to win £100 or a bottle of champagne, simply revisit this year's Bailmail archive and email us with the answers to the following three questions.
If you follow the links within each question you will find the answers:
- Which iconic vintage aircraft was celebrated with the launch of a new gin in May 2016?
- In what way did Bailprint blaze a trail this year?
- Name any of the companies featured February's Bailmail celebrating our legendary customer care
Please email your answers by Fri 23 Dec to email@example.com, giving us your full name.
We will announce the winners in the January Bailmail.
Good luck, we look forward to hearing from you.
For any further information about the prize draw, please read the Bailprint Prize Draw terms and conditions.


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Medieval English style tabernacle with scene of Our Lady and Child angels on door.
Height 48 cm
Width 43 cm
Depth 28 cm
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South African Tennis Association (SATA) announces school Monday to Friday days at the SA Tennis Open, to boost tennis awareness amongst the youth. In a bonus for school going tennis fans, SATA announced Wednesday that they would be offering a special deal to scholars for the first 5 days of the South African Tennis Open to be played in February next year.
The 2010 SA Tennis Open, which forms part of the ATP World Tour, will be played at Montecasino from 31 January – 6 February and offers prize money of over R3.5 million.
On Monday, 31 January and Tuesday 1 February, the first 15 schools to apply, will receive 20 free tickets which will enable them to watch tennis in the afternoon and evening matches. On Wednesday 2 February, Thursday 3 February and Friday 4 February, the first 15 schools to apply will also receive 20 free tickets for the afternoon sessions only.
As an added bonus, the successful schools will go into a lucky draw and ten schools will be drawn with each one of them being hosted for the day by one of the ATP World Tour professional players participating in the tournament. The school will have the once in a lifetime opportunity of attending a media conference with the respective player during which the scholars will be given the chance to pose questions to the player then following the media conference have picture and signing opportunities with the professional player.
This project will form part of the ATP Stars Programme whose objective is to get the fans and players to interact on a closer and more personal basis.
Bruce Davidson Tournament Promoter suggested schools make the most of this opportunity. "Tennis professionals have for a long time been seen to be distant from their fan base but now through the Stars Programme the fans have the golden opportunity of rubbing shoulders with their heroes and finding out firsthand what it is like to be a professional and ask the professionals questions on a one on one basis which was rarely possible in the past."
Schools wanting to apply for the complimentary tickets are to contact SATA on 011 442 0500 between 09h00 and 15h00 Monday through Friday and ask for Annette Terry to claim your tickets. You can also email Annette on email@example.com
Tickets are now available at all Computicket outlets nationwide and the Montecasino Box Office.