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Emirates Airlines President on Demand for U.S.
Emirates Airlines President Tim Clark on adding flights to the U.S.
Sep 12, 2012
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Emirates Airlines President Tim Clark on adding flights to the U.S.
Sep 12, 2012
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Well emirates airline flies over 120.
Destinations around the world and now it is adding one more the airline is now begun nonstop flights from.
Its hub undermined to Washington's Dulles airport -- -- destination in the United States I spoke.
With emirates president Tim Clark and asked him -- Washington was a vital route.
From Dubai.
Well it's it's a combination of things of Washington of course being the political capital in the United States.
There are multiple segments of interest to us without consumer base would -- the diplomatic cold weather baby.
Business is going back is for fifteen -- the Middle East -- that.
Washington and of course we have a connection.
Capability over the Dubai -- which sets of Africa 31 points that.
Middle East and West Asia India Pakistani Bangladesh.
And the the that that the mom for the US notwithstanding the difficulties of the global economy today remain particularly strong.
And -- Washington is is anything like the other seven point six points we have in the US these flights were -- very quickly.
And we're very confident that Washington will be as good as you'll couldn't.
Dollars at Diana's sudden who students -- it's -- Los Angeles.
I am in of racial space of time to try to fight back pay me on -- I was completely full and it's going out full about now.
-- let me ask you about that because you're -- a 120 cities -- in six continents one of the big.
-- pieces of news -- last week on you was that you actually signed a deal with Quant is the reason this was a bit for the industry is because basically they ended their partnership with British Airways do you think that the types.
-- partnerships that we did -- -- between European airlines American Airlines as we're gonna see that happening more now with Middle East airlines like emirates.
I think he couldn't see probably probably in the next few years -- realignment of the way the alliance.
The alliance is -- structure.
On the -- is a member of 11 well they've had a relationship with British have is over seventeen years.
I'm clearly it wasn't working for them not the one well but certainly the joint service and payment on -- straight ahead.
They valued what we were putting on the table regard to greater access for them to.
The European Middle East North African markets and we evaluate what they had to offer which was -- to their domestic markets -- 5000 flights and fifty cities that they go to.
So taken together it was it was paid multiple commercial cooperation which I think.
Will be part of -- 21 century aviation that will be airlines coming together which values.
What they have to -- -- each other which may transcend the current alliance structures that are in place.
-- Tim final question to you again as we're of the focus especially today on tensions in the Middle East that could affect.
Fuel prices are you concerned at all about jet fuel costs.
Of course -- concerned about jet fuel costs -- last year it was 44%.
Total costs we spent six point six billion dollars on fuel.
Now it's -- it started to go south it was hovering around ninety dollars exalted look okay.
Now things are threatening to go back about a 10010100.
Forensic and this makes not just -- to -- premise but the whole aviation community.
I'm an evil coal stayed.
Fairly rapid decline and possible termination of the number all the airlines -- they're -- careful.
So yes it's it's it's difficult times and what's happened recently is not helping.
But again we're gonna have to tough it out one where they -- -- And toughen up they love I was emirates president Tim Clark and that -- is I was actually the first jet landing at Dulles this morning Fox Business was there.
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DHS blaming budget for mass release of illegal immigrants
Charlie Hurt reacts to measure
Feb 27, 2013
Charlie Hurt
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The cuts Republicans are taping it taking aim at a controversial move by the Department of Homeland Security this after immigration and customs enforcement officials.
Announce they are releasing hundreds of illegal immigrants -- been set for deportation.
All to save money ahead of those across the board budget cuts set to kick -- on Friday house speaker John Boehner calls that move quote.
This is very hard for me to believe that they can't fire engine cuts elsewhere in our agency.
I frankly think this is outrageous.
-- I'm looking for more facts but I can't believe that they can't find other kind of -- it means they need -- department a short of letting criminals go free.
What do you think's going on here.
I think that the administration trying to play games.
Play games with the American people scare the American people this is not this is not leadership.
Well let's talk about a with a columnist for The Washington Times Charlie -- he says it's.
It's not leadership they're trying to scare the American people are -- oh I think absolutely I think that you know that the whole strategy here is to frighten.
Americans tended to sort of begin -- the ground work of laying blame for fraud that the the cuts that are gonna take place.
-- who do we begin with some of the some talk that we were going to see.
Drew a drastic steps like.
-- out of prison and then by week's end -- candidate already we've done it even though the sequestration.
Doesn't begin until next week it doesn't begin in earnest.
Until sometime after that.
The administration's been talking about longer lines at the airport TSA didn't going to be -- things like this I think that what we're seeing here is the blame game and and the President Obama.
Has proved himself to be very good that.
And I think we're seeing it now now again he's.
He's very good at laying blame.
On the Republicans for these things we're looking this -- to cut two or three cents out of every federal dollar in in spending is that right it's it's less it's 10% or less -- across the government.
Which is being you know that I can speak for for -- just for myself.
You know American -- was over the past several years have been cutting that sort of stuff from -- budget yeah Saudi princes and in my world if if I were looking to cut some money.
I could you know.
Shave my cable TV TV bill.
I could maybe stop eating out at restaurants.
-- I could give away the family dog until my kids that they can't go to college and fix it and things and it appears what the federal government is is doing is taking the most severe sort of draconian measures.
Under this system that it -- to take this at face value would be would be to make the argument that the federal government.
In all the monstrosity.
That is the federal government.
Does not have 10% 988%.
Of waste.
And and fraud and abuse that could be cut which of course is absolutely absurd then it would.
I would imagine that you could take ten people out of the (%expletive) book and they could sit down and they could say OK well let's find these cuts and -- -- very you know -- quickly come up with the cuts that that that are needed to get to achieve this -- you think this is.
Going to work -- politically for the president you think that he's got the advantage here that that by making people wait in long lines at the airports and and letting illegally aliens free on the streets that's actually gonna work for him.
Well you know John I think that he is very good at this and I think that in the past he's made this work very well and he's played these games before and an end he's been successful at.
At some point.
You cry wolf too many times at some point the American people I think are going to give up and and stop believing that the games.
But we haven't seen it yet this may be the time.
Presidential approval ratings are higher than congress deliver -- -- not but I think my approval ratings are higher than -- -- that they're pretty low over there but it's what congress is an easy thing to beat up you know it's it's because everybody.
You know they may like their congressman they don't like the rest of the congressman -- do you -- John -- saying show some leadership Mr.
President you are after all the commander in chief it is your you know military that is that is gonna see some of these cuts that that you're you're complaining about it and I and I do believe that it eventually at some point in and history shows that usually in second terms we -- -- -- people -- kind of wake -- they get a little bit tired.
Of of the nonsense that comes out of you all for you know that's all over Washington also comes out of the White House.
And it wouldn't my hunch is that -- when voters start to get tired of the administration's tactics on the stuff.
It they're gonna get really tired and it's gonna get really ugly for for President Obama it's pretty ugly right now severely hurt from The Washington Times thanks John John.
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4 Week Womens Krav Maga Self Defense Workshop
04/16/2011 - 11:30am to 05/07/2011 - 11:30am
Sponsoring Agency:
360 Training Centers
4 Week Women Only Self Defense Program. We meet every Saturday starting April 16th, 2011 from 11:30 am to 1:00 pm (90 minutes) The workshop will focuse on common attacks women encounter. You will learn combatives including punches, palm heel strikes, elbows, knees and kicks. Self defense techniques will include defenses against hair grabs, chokes on the floor, bear hugs, chokes from the front, chokes from the behind, choke from the side and several other techniques. These workshops are taught by our senior insrustor Jeannie Vukotic.
said on 04/12/2011
said on 04/12/2011
posted on 12/12/2013
posted on 12/11/2013
01/06/2014 - 9:00am
01/16/2014 - 2:00pm
02/07/2014 - 8:30am


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AMD's crossfire issue perhaps? Tho I don't see many nVidia users like me having severe issues like that. (Game rarely crash and few to no graphical problems)
Should of mentioned that I tried playing with cfx disabled. Can't find any types of fixes online. It's extremely fraustrating as you can imagine because the game is jaw dropping.
remove the 6870x2 and run just the 6870 use the 4gb mod and set audio to 44100hz make sure any osd type apps are disabled aka MSI afterburner, fraps etc. then run the game see what happens.
Certainly not common among all AMD user's because I have never had a single game crash except when going far underground with TCL.
Ahhh need to update specs, I returned the 6870x2, too much of a headache and was getting horrible performance. But i'll try disabling fraps and see how that goes. Also would having High Texture mods affect this?
I logged into steam in online mode and the game auto patched to the newest version. I am able to play without the LAA/4gb patch and very few crashes so far. But I have noticed slight slow down in game performance. I even saved the new .exe and tried an older version with the 4gb patch applied. Not using anything to measure the FPS, but there is a slightly perceptible slowdown. I'm not sure if it just has more room to breathe with the 4gb patch or if they changed something in the newest patch. Anyone else getting slightly worse performance?
Me too, it was just at that moment I thought I should install fraps or something to record Skyrim. If only.
That question doesn't make much sense. They probably got more time in as well and have crafted or had this stuff drop. Would you rather have them vendor it?
Those Thalomar scum are after me now. A Justicar had a letter saying they want me dead. I know this, of course, as she and her two companions are dead themselves after attacking me randomly while I was exploring on the north coast. The final animation of me shoving my sword straight down through her chest was quite satisfying and awesome as were her accompanying last words of "not like this!". If only I'd had a Black Soul Gem on me. And, fortunately, slaying these three Justicars forty feet from some fort full of mean-looking Thalomar who had just beforehand told me gruffly to "move along" did not cause them to all attack me.
i thought the point of the game was to level up to make killing baddies easier. why create different difficulty levels then?
I think he was saying he is finding the game not too tough even without Epic armor and such. I can't really say I'm finding that to be the case. I'm playing on the default mid-range difficulty.
I've got a girl for my second attempt at not screwing up skyrim. The jarl at whiterun gave me a job instead of killing me, so I guess I'm doing it right. Edit: or maybe its because I'm a hot girl now I was gonna attach a couple fraps screenshots, but they're all 2.9mb and too big to attach. How do you put a picture in your post? Edit again: I'm not finding it too hard. Its just difficult enough for me to love playing, without being so ridiculous that you have to save every time before you want to get in a fight.
You could reduce the file size in paint as well by opening it and then saving it as a jpg instead of .bmp ( .bmp files are HUUUGE) Does anyone know if it's possible to spawn in corpses? I want to spawn them at the top of a mountain instead of cheeses lol
because players have different skill levels? regardless of the point of the game that's why there are difficulty levels. to give added challenge to those that want it and to make it easy enough for those with no skill to at least give it a try. how in depth would you like this explanation?
that works i guess. i love the game, but that never made any sense to me. im level 29 and have some pretty decent stuff. i have a very easy time getting through the missions because of my ranking and my stuff, not because i am a skilled player and have it on medium difficulty. why should i raise the difficulty level when the whole point is to level up my character so that it IS easier.
Different difficulty levels are also for different class combos. Someone may want to make a complete scrub of a character relying on illusion and sneak for role playing purposes. Would be pretty tough to complete a game with just those skills on Master, let me tell ya!
In my opinion, because the "whole point" is to enjoy the game, however you get there. whether it's to play Ironman style, and play until your character dies once (the Big Death), or to play trying as many silly things as you can (how many giants can I train behind me on my horse? )
Like this: http://i.imgur.com/VClCA.jpg Nope, thats just a link...It doesn't upload anything when I attach the url for it in the space provided in attachments. Edit: @Black Panther, LOLLL
That still applies if you have the difficulty set higher though. It's just more of a challenge. ( and thus more fun for me) I find it boring being able to beat up a dude in full armour with a sword and shield with my bare hands right at the start of the game. I don't like it when I can play a game whilst eating my dinner, unless it's a browser game


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Charleston Tourist Attractions
If you want to see a well preserved "Southern belle" and breathe the atmosphere of the old white South, you must go to Charleston. Built on a peninsula where the Cooper River and the Ashley River flow into the Atlantic, it retains, to a greater extent than any other town in the southern states, the luxurious, almost aristocratic, ambience of the great days of plantation society - dependent as it was on the sweat and the misery of the blacks.
Historic District
The Charleston Historic District is comprised of buildings dating from the18th and 19th C. Three of the most famous of these are the City Market, the Powder Magazine, and St Philip's.
Highlights: |
Charleston Museum
The Charleston Museum is the oldest municipal museum in North America, founded in 1773. It is devoted to the history and natural history of the coastal region. In front of the building is a replica of the Confederate submarine "Hunley", which carried out the first underwater attack in history. Nearby are two luxuriously furnished old mansions that are managed by the Museum: the Aiken-Rhett House (1817) at 48 Elizabeth Street and the Joseph Manigault House (1802) at 350 Meeting Street.
Waterfront Park
The return to the City Market can be either along King Street, lined by antique dealers' shops, or on East Battery, with the beautiful Waterfront Park, from which there is a good view of the gigantic steel structure of the Grace Memorial Bridge, a double bridge spanning the Cooper River.The 12-acre park includes a 400-foot-long wharf, fishing pier and formal gardens.
Festival of Houses and Gardens
Organized by Historic Charleston Foundation, the Annual Festival of Houses and Gardens features tours and educational programs specifically geared toward architectural and gardening enthusiasts. Held during the peak of the historic port city's blooming season, the Festival offers guests the rare opportunity to see inside the private residential interiors and gardens of approximately 150 of America's most distinctive historic houses in 12 colonial and antebellum neighborhoods of Charleston.
Best Friend of Charleston
The Best Friend of Charleston Museum displays a replica of the "Best Friend" steam engine and many railroad artifacts. The "Best Friend" did much in its short life. It returned economic prosperity to Charleston and it instituted regularly scheduled steam passenger service.Although temporarily housed in Norfolk Southern Atlanta, the steam engine will soon find permanent placement in a glass enclosed building on John Street, behind the Visitor Center.
Avery Research Center for African American History and Culture
The Avery Research Center in Charleston collects photographs, letters, organizational records and minutes, newspapers, family albums, diaries, and church records for its archives. With these collections, the center strives to collect, preserve, and document the history and culture of African Americans in Charleston and the South Carolina Low Country.
Gibbes Museum of Art
The Gibbes Museum of Art in Charleston was built in 1905. The collection includes more than 10,000 pieces of art and objects that reflect American fine arts with a Charleston perspective. The museum focuses on art of the American South. Visitors can explore stories of the Lowcountry as seen through painting, miniature portraiture, sculpture, photographs and more.
South Carolina Aquarium
The South Carolina Aquarium in Charleston features animals, plants and habitats from the five regions of the Southeast Appalachian Watershed. The Mountain Forest exhibit features indigenous plant life; the Piedmont Gallery explores the reservoirs and aquatic insect species; the Coast Gallery has a recreation of a salt marsh and the Ocean Gallery is a 322,000-gallon tank filled with hundreds of sea animals.
American Military Museum
The American Military Museum in Charleston is dedicated to the men and women who have served, are serving, or will serve in the armed forces of the United States. Uniforms and artifacts are on display from the Army, Navy, Air Force, Marine Corps, and Coast Guard.
Charles Towne Landing
Charles Towne is the site of the first permanent English settlement in South Carolina. It was founded in 1670.The 665-acre park showcases animals indigenous to the state in 1670, these include alligators, bobcats, bison, foxes, white tailed deer, pumas (cougars), and bears. A guided tram tour is available for visitors.
First Baptist Church
The First Baptist Church was organized on September 25, 1682 in Kittery, Maine. In 1696, pastor William Screven and 28 members of the Kittery congregation immigrated to Charleston.The Church has experienced extensive damage over the years but has managed to repair and resume worship.
Hagood Stadium
The Hagood Stadium in Charleston was named for Brigadier General Johnson Hagood, Citadel 1847, who was chairman of the Board of Visitors from 1877 to 1898. Johnson Hagood Stadium is home to the Citadel Bulldogs' football and soccer teams. It seats 21,000.
Old Powder Magazine
The Old Powder Magazine in Charleston is the only public building remaining in North or South Carolina from the period of the Lords Proprietors, the group of English noblemen who originally owned and ruled the joint province of Carolina. The Magazine was crucial to the defense of the city.
Aiken-Rhett House
The Aiken-Rhett House in Charleston was built in 1817. Much of the house is preserved as it was in the early 19th century. Original outbuildings include the kitchens, slave quarters, stables, privies and cattlesheds.
Battery (White Point Gardens)
Citadel Museum
The Citadel Archives and Museum in Charleston represents the history of The Military College of South Carolina from its founding in 1842 to the present. Permanent exhibits feature military, athletic, academic and social aspects of cadet life.
Dock Street Theatre
The Dock Street Theatre in Charleston was the first building in America to be designed solely for theatrical performances. The Charleston Stage Company has performed at the Dock Street since 1978.
Huguenot Church
The Huguenot Church in Charleston is the oldest continuously active Huguenot congregation in the United States today. The Huguenot Society of South Carolina was established in 1885.
John Rutledge House
John Rutledge was one of 55 men who signed the Constitution of the United States. He built this home in Charleston in 1763 as a wedding gift for his wife. This antebellum home is now a Bed & Breakfast Inn.
Joseph Manigault House
The Joseph Manigault House in Charleston was built in 1803. The home was near ruin in the 1920's until the Society for Preservation of Old Dwellings stepped in. The furniture is from the 18th and 19th century.
Kahal Kadosh Beth Elohim
Kahal Kadosh Beth Elohim in Charleston is the second oldest synagogue in the United States and the oldest in continuous use. The original was built in 1749 and the building standing today was built in 1840.
Karpeles Manuscript Museum
The Karpeles Manuscript Museum in Charleston is housed in a Greek Revival structure that was built in 1791. Regular art exhibits include paintings, sculptures, and photography.
St John's Lutheran Church
St John's Lutheran Church in Charleston has a history that spans 250 years. The first church sanctuary was located on the present site and was dedicated on June 24, 1764. The congregation dates to 1742.
St Mary's Roman Catholic Church
St Mary's Roman Catholic Church in Charleston was the first Roman Catholic Church in the Carolinas and Georgias. The present building was completed in 1839 after a fire destroyed the original church.
Washington Square
Washington Square is Charleston's first public park, known as City Hall Park until the 1880's. It displays several monuments honoring South Carolinians and the very first fireproof structure.
Calhoun Mansion
The Calhoun Mansion in Charleston was built in 1876 and features walnut, cherry and oak woodwork, a ballroom, gas chandeliers and some of the original furniture.
City Hall
Charleston's City Hall building was built between 1800 and 1804. It began as the home of The First Bank of the United States and in 1818 became City Hall.
Forever Charleston
Forever Charleston tells the story of Charleston through images provided by museums, archives, private collections, and photographers.
Magnolia Cemetery
The Magnolia Cemetery in Charleston has war dead from the War of 1812 through the Vietnam conflict. It is the oldest cemetery in Charleston.
Marion Square
Marion Square in Charleston contains several monuments, including a statue of John C. Calhoun.
St Michael's Episcopal Church
St Michael's Episcopal Church was the second Episcopal church in Charleston and was established in 1751. The interior includes box pews and the original pulpit.
Waring Historical Library
The Waring Historical Library houses rare books and special collections pertaining to the history of the health sciences.
Macaulay Museum of Dental History
The Macaulay Museum of Dental History in Charleston features a collection of dental artifacts such as a dental office from 1900, dental chairs and dental instruments.
Map of Charleston Attractions
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Financial Services
401 Golden Shore, 5th Floor
Long Beach, CA 90802-4210
June 30, 2009
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Accounting Officers
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Financial Services, Accounting
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Financial Services, Accounting
ARRA Federal Stimulus Grant Funding for CSU Fund 465
Many campuses have submitted proposals to receive a Federal Stimulus grant under the American Recovery and Reinvestment Act of 2009 (Recovery Act). In the event that a grant is awarded separately from restoration of state General Fund appropriations, these funds should be recorded in CSU fund 465 (FNAT 128956). All expenditures related to the execution of the grant should be recorded accordingly within this new fund.
If you have any questions, please contact Sedong John at (562) 951-4577 or e-mail firstname.lastname@example.com.
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[Beowulf] Help with inconsistent network performance
Many of your questions may have already been answered in earlier discussions or in the FAQ. The search results page will indicate current discussions as well as past list serves, articles, and papers.
Mark Hahn hahn at mcmaster.caTue Dec 18 20:52:25 PST 2007
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> The machines are running the 2.6 kernel and I have confirmed that the max > TCP send/recv buffer sizes are 4MB (more than enough to store the full > 512x512 image). the bandwidth-delay product in a lan is low enough to not need this kind of tuning. > I loop with the client side program sending a single integer to rank 0, then > rank 0 broadcasts this integer to the other nodes, and then all nodes send > back 1MB / N of data. hmm, that's a bit harsh, don't you think? why not have the rank0/master as each slave for its contribution sequentially? sure, it introduces a bit of "dead air", but it's not as if two slaves can stream to a single master at once anyway (each can saturate its link, therefore the master's link is N-times overcommitted.) > To make sure there was not an issue with the MPI broadcast, I did one test > run with 5 nodes only sending back 4 bytes of data each. The result was a > RTT of less than 0.3 ms. isn't that kind of high? a single ping-pong latency should be ~50 us - maybe I'm underestimating the latency of the broadcast itself. > One interesting pattern I noticed is that the hiccup frame RTTs, almost > without exception, fall into one of three ranges (approximately 50-60, > 200-210, and 250-260). Could this be related to exponential back-off? perhaps introduced by the switch, or perhaps by the fact that the bcast isn't implemented as an atomic (eth-level) broadcast. > Tommorow I will experiment with jumbo frames and flow control settings (both > of which the HP Procurve claims to support). If these do not solve the > problems I will start sifting through tcpdump. I would simply serialize the slaves' responses first. the current design tries to trigger all the slaves to send results at once, which is simply not logical if you think about it, since any one slave can saturate the master's link. regards, mark hahn.
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Easy File & Folder Protector 5.132
Protect files and folders situated on local media of Windows98/ME/NT/2000/XP/Vista with Easy File & Folder Protector at Windows kernel level. Your can deny access to certain files and folders, or to hide them securely from viewing and searching. Easy File & Folder Protector has an easy-to-use user interface allowing you to allocate access to your files and folders between your users according to predefined timetables. Each PC user can have his..
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Kittens Free Screensaver 2.0
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Image32 0.8.5
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Yargis is a pilot for the Earth military in the year 3013. Battle friends in space through creative multiplayer modes. Gravity physics gives Yargis an entertaining playing experience. Game controller support. Family friendly. Engaging story. Unlocks and rewards - Gain access to more interchangeable and upgradeable parts. Original 3D graphics and music. Level editor and shareable levels.
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DBF Viewer 2000 5.25
DBF Viewer 2000 is a powerful, compact and easy-to-use viewer and editor for DBF files. You can view, edit, sort, query by example, delete duplicates, create, print database tables and export the data from them to a variety of formats (DBF, TXT, CSV, Excel, HTML, XML, PRG, SQL, RTF) without using any packages. DBF Viewer allows you export, import and replace records from the command line. Unlike other similar programs, DBF Viewer 2000 is fast!
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Webcam Video Capture 5.234
Capture webcams, streaming video, full screen, part of the screen and even video with sound. Seeing is believing! Use it to make people witness what you want to convey through an audio-visual medium. Demonstrate product, create presentation with your own audio narration, make voiceover tutorial, or walk through a website review.There are times when sharing exactly what you see on your screen is the quickest and clearest way to communicate.
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FLAGLER BEACH, Fla.-- In the wake of the tragedy at Newtown, Conn., sending children to school got a little scarier for parents like Sherry Furesz.
"I'm scared to death to send my kids to school because there's nothing but violence," she said.
But fortunately for Furesz, her children's school, Old Kings Elementary, is getting more protection. Another mom, Laurie Lauria is taking the safety of the school's kindergarten through sixth graders into her own hands.
Lauria wrote an $11,000 check to place an armed off-duty deputy in her daughter's school. At a $32 an hour rate, that should cover about two months of protection.
"I think all parents need to step up concerning their children," said Furesz, who is happy about the change.
"It's a very generous offer, how could we possible say no?" said Flagler district superintendent, Janet Valentine. Valentine tells Action News the district simply didn't factor beefed-up security into this year's school budget and Lauria didn't want to wait another year.
"She did a lot of the homework herself. She then contacted the principal, she contacted the sheriff's department to see the feasability of this."
Action News has learned the deputy is already on campus.
Students tell Action News they are grateful they can now learn in a safer environment.
"I would have to say thank you very much," said fifth-grader May Arrendondo. "You're helping us quite a lot. If anything happens you know there's somebody there to help you and protect you."
Lauria also told administrators she plans on paying for the deputy to be on guard for the remainder of the school year.
The Flagler school district says it would hope to have deputies in all schools next year and make room for that possibility in next year's budget.


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Being Here - the book
The Emery Theatre....in need....please share and support.
* Click Here for News
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* Click Here for Requiem Project "Emery Sessions" Vimeo Channel
Joey Baron & Bill Frisell duo - Just Listen
Joey Baron is releasing a live duo CD on Relative Pitch Records coming out soon. Recorded live in Bonn, Germany. Click HERE for more info.


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This bright, beautiful Monday afternoon finds me in a rather playful mood. So, let's play a little game, shall we? Faith, femininity, and multi-grain hot cereal. What do these three things have in common?
Any ideas? No? Allow me to explain.
For as long as I can remember, I've had a strange and unshakeable faith in things. It's not the faith of any particular religion, and it is not contained by any one set of spiritual or behavioral doctrines. I can only describe it as a knowing–a firm, fixed, and unwavering knowledge that something far, far greater than me exists in this world. It is only through that being, or force, that I survive, and so it is only to him/her/it that I am bound by duty to live my life the best way I know how: to love and to give with all of my heart whenever and however I am able. I also believe that the realm of the spiritual, that which we do not see, exists in this world. That it can be found working within and through each one of us. And that it is, in many ways, far more real than the world our eyes can see.
This faith of mine, which I've had ever since I was a little girl, has allowed me to take some pretty big risks in my life. It also forms the foundation for The Cook to Love Project. You see, about four years ago, after having served just over five years of what felt like prison time working in the financial services industry, I abandoned my budding sales career. I just left.
I didn't have a lot of money saved, and I had no idea where I was headed next. There was only one thing of which I was certain: I was sick and tired of feeling like a slave. Of performing tasks day in and day out that made me feel small. And that very often violated my conscience. I hated myself. I was physically, emotionally, and spiritually unhealthy. In so many ways, I had rejected myself.
When I left my last sales job, I resolved, at whatever cost, to make my way in this world by doing work that came from my heart. Because to do anything less was to do myself a grave disservice. And to turn away from all that is good and divinely possible in this world. For me, leaving a career that I hated was the ultimate act of self-love.
Since then, I have located my soul's passions. But, none of it came without sacrifice. Trust me when I tell you that plunging oneself into the unknown is a wholly terrifying experience. Although, I've found that, in time, fear and worry lessen until they nearly disappear. And you begin to realize that you will, in so many ways, be carried. From place to place. Experience to experience. Relationship to relationship. Until you become the person you are meant to be. And you grow to possess a kind of knowledge that you never, in your wildest dreams, would have thought possible.
What's funny is that living by faith, including the tremendous risks it appears to entail, actually feels more natural to me than living any other way. I've had different jobs along the way, earned a Master's degree, and in all likelihood, will return to school sometime very soon. I've met some incredible people and had some wild and wonderful adventures. And I've received a number of blessings. Many of them in disguise. Especially the moments I've spent virtually impoverished. (I've also had more than my share of bad luck over the last several years!)
But, interestingly, it is during those moments, in which I have very little or no money whatsoever, that I seem to learn the greatest lessons. I have learned to always be thankful for what I have. And never, ever to complain about what I don't have. I've also learned to locate my greatest sources of personal power. And they don't reside where I once thought.
I don't find my strength in the realm of the intellect, or the abstract–in my ability to create with words, images, or through the combination of ideas. Rather, I find my greatest sources of personal power reside in the physical. Through acts of nurturing, self-preservation, and self-protection. By using my creative capacity to strengthen those I love and myself. In very literal ways. Through food, exercise, and other acts of care, I derive a great deal of strength and satisfaction. All of those behaviors conventionally considered feminine. I am, in fact, a fiercely feminine creature.
Of course, everyone is different, and we all find satisfaction and strength in different pursuits. (How boring would life be if we didn't?) But, we don't often attach to traditionally "feminine" behaviors or energies the value they deserve. And I believe we can all benefit from embracing more of the feminine in our daily lives.
So, what does all of this have to do with cereal, you ask? (Fear not. I have not forgotten about the recipe portion of this post!) During the times when I have the least in the way of material resources, I discover the breadth of my own creativity. I rely solely on myself and my own ingenuity to survive. On those days when I don't have the money to go to the grocery store and buy what I want, I am forced to make something from what I have. (And trust me, even during my darkest, sparsest moments, I am resolved to eat healthy, delicious food! After all, that's part of the challenge.) This breakfast cereal was born from one such moment.
On one of those mornings when I realized I only had scraps of different grains left in my pantry, not enough of any particular one to create a meal, I put them together. In a blender. And made a mighty tasty porridge! You could, of course, use any grains you have on hand to make this cereal. I typically use oats (rolled or steel cut), brown rice, buckwheat, polenta, and flaxseeds. Blending the grains first not only combines their individual flavors and textures, but, in pulverizing them, also makes a very, very quick-cooking and cozy little porridge.
Multi-Grain Hot Cereal
Makes 3-4 servings
1/4 cup long grain brown rice
1/4 cup buckwheat groats
1/2 cup rolled oats or 1/4 cup steel cut oats (I actually prefer steel cut because of their texture.)
1/4 cup yellow corn grits or cornmeal
2 tbsp whole flaxseeds
Pour all ingredients into a blender, and blend until powdery.
Slowly whisk 1/3 cup cereal into 1 cup of lightly salted, boiling water. Reduce heat to low and simmer, covered, for 3-5 min, whisking frequently to prevent clumping. Add more water, as needed, to reach desired consistency.
To serve, top with fruit, nuts, spices, and nondairy milk of choice.


text:
WTOL-TV...WTOL-DT2 ("ME-TV") ...schedule Children's Educational and Informational Programming on a regular basis. Descriptions of qualifying programming are maintained at the WTOL offices at 730 N. Summit St. Toledo, Ohio.
All children's programming reports are filed on or before the tenth day following the end of each quarter in the station's file. Copies of the reports are available for inspection Monday through Friday during regular business hours at the station. Comments in regards to children's programming may be sent to:
Bob Chirdon
Children's Liaison
730 N Summit Street
Toledo, OH 43604
Copies of the reports and additional information are available online from the FCC at http://licensing.fcc.gov/KidVid/public/report/10/query.faces
Explore ToledoNewsNow.com All content © Copyright 2000 - 2013 WorldNow and Toledo News Now, a Raycom Media Station. All Rights Reserved. For more information on this site, please read our Privacy Policy and Terms of Service. |


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Events Calendar
Local Events & Activities
Events for November 16, 2013
Phelps Farmer's Market at the Park
When: From 07/11/2013 to 11/28/2013
Tarrytown's Down to Earth Farmers Market
When: From 11/02/2013 to 11/23/2013
Set in the heart of the lower Hudson Valley, Westchester County presents a picturesque background for your visit.
Events for November 16, 2013
When: From 07/11/2013 to 11/28/2013
When: From 11/02/2013 to 11/23/2013
It appears you are using an older web browser! While using our site, you may encounter some trouble along the way. For PC users, we recommend upgrading to the latest version of Internet Explorer or Firefox. For Mac users, we recommend the latest version of Safari or Firefox.


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It was next to the Sheraton and looked nice. My wife had the duck and I the Flemish stew. Both were meaty and flavorful. The house red wine was amazing.
It was next to the Sheraton and looked nice. My wife had the duck and I the Flemish stew. Both were meaty and flavorful. The house red wine was amazing.
Nice place next to place rogier, central, food average quality and prize, service all right. The water is much more expensive than the beer.
The Brassiere is directly across from the Hilton and proved to be quite adequate for lunch. Ergonomically it has some traditional trappings, generally comfortable and "feels" right. Food wise I had a steak with a good béarnaise sauce - the steak was wide and relatively slim, but well cooked. My wife had Mussels with a thin sauce, she'd been hoping... More
Nice and friendly athmosphere. The food is good with a selection of choices mainly Belgium. The service is good.
The restaurant offers classic dishes for Brussels / Belgium, although the list is not very long. The carbonades, the mussels, croquettes crevettes ... are good. Considering the pricing their offering is more honest than most restaurants in the center of Brussels (where tourists tend to go). Downside : the choice of Beer (we are in Belgium !) is poor. Duvel,... More
The menu is not extensive but comprehensive. Good quality, traditional food and atmosphere. i recommend the plate of grilled fish which was simply delicious
Pleasant place for a moderately quick meal. It has standard meals that one would expect in downtown Brussels.
Food sometimes good, but a bit hit and miss depending upon your order, I think it is a bit overpriced though.
I was in this area for 6 nights working at Covent Garden. After two mediocre meals nearby I tried this restaurant. I ended up coming back for two nights and would have been a third night but it was closed on Friday night. The restaurant is popular with both tourists from the nearby hotels but also a lot of locals.... More
I was on a business trip by myself and wanted to eat local cuisine but didn't want to stray far from my hotel. Passing by I noticed several older people inside dressed casually, reading books, or chatting over a glass of wine and decided to go in. Ordered the Baked Chateaubriand "BBB", cream sauce with mushrooms, mashed potatoes with truffle... More
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text: 05/30/2013 Marquette Announces 2013 Women's Lacrosse SigneesMU adds 10 players for 2014 campaign 04/30/2013 Sarah Priem Named Most Valuable Player for Women's LacrosseWLAX honored four award winners at banquet 04/27/2013 Marquette Ends First Season With 14-5 Loss at No. 9/10 Notre DameMU ends inaugural season 2-15 overall 04/25/2013 Women's Lacrosse Ends Inaugural Season at Notre DameGolden Eagles will face Irish Saturday at noon CT 04/21/2013 No. 5 Syracuse Tops Women's Lacrosse 18-6Nicole Gleason led MU with three points 04/11/2013 Why PanCan weekend is important to MU lacrosseMarquette's women's lacrosse team is raising awareness and funds, and fostering support for Pancreatic Cancer and working through the Pancreatic Cancer Action Network to fight the disease. Hear in the words of players Alex Winey and Molly O'Brien, and coach Meredith Black why this is important to them. 03/03/2013 Highlights from MU's first home winHighlights and postgame comments from the Detroit vs. Marquette game on March 3, 2013 featuring head coach Meredith Black and captain Emily Donovan. 02/23/2013 Marquette's inaugural home-openerHighlights and post-game interview with coach Meredith Black following Marquette's inaugural home game on Feb. 23, 2013. 02/21/2013 Meredith Black on first home game02/14/2013 MU lacrosse ready to begin inaugural seasonMarquette's women's lacrosse team is ready to face its first challenge and play the program's inaugural games. Meredith Black is entering her second season at Marquette in 2013-14. She was named the first head coach in Marquette women's lacrosse history on Feb. 4, 2011. The former Meredith Simon arrived at Marquette after spending the previous seven years as an assistant coach at Towson, Notre Dame and the University of California-Berkeley. She helped Towson and Notre Dame to a combined four NCAA Championship appearances and coached one season at Cal where she worked with the Golden Bears' attack and goaltenders. At Notre Dame from 2008-10, she helped the Irish to a 39-19 record in three seasons, including the 2009 BIG EAST Championship and three NCAA Championship appearances. Black coached four all-Americans (Jillian Byers, Gina Scioscia, Caitlin McKinney and Shaylyn Blaney) during that time and oversaw the 2009 team that set school records for goals (321), assists (150) and points (471), while claiming the BIG EAST title and advancing to the quarterfinals of the NCAA Championship. She took her first coaching job at Towson in 2005 after a standout career as a student-athlete at Notre Dame, and helped the Tigers to their first Colonial Athletic Association (CAA) title and NCAA Championship berth in school history. Following three years at Towson (2005-07) under head coach Missy Doherty, Black returned to her alma mater as an assistant under Tracy Coyne, for whom she played as an undergraduate. During her playing career at Notre Dame, Black helped the Fighting Irish to the first two NCAA Championship appearances in school history in 2002 and 2004. She was also the school's first student-athlete to be named an Intercollegiate Women's Lacrosse Coaches Association (IWLCA) First Team All-American in 2004, while setting the then-Notre Dame single-season scoring mark with 74 points on 46 goals and 28 assists. Black led ND to the NCAA Tournament that season and became the first ND player nominated for the Tewaaraton Award, honoring the nation's top player. She was also a two-time All-BIG EAST First Team selection (2003 and 2004) and was named the BIG EAST Attack co-Player of the Year in 2004. The Flemington, N.J., native concluded her career with the Irish first in school history in games played (64), third in goals (109), fourth in assists (49), third in points (158), tied for fourth in ground balls (123) and third in draw controls (91). Black graduated from Notre Dame with a bachelor's degree in American studies in 2004 and was a four-time dean's list selection. She prepped at Hunterdon Central High School in New Jersey, where she was a three-sport standout in soccer, basketball and lacrosse. The former Meredith Simon married Adam Black in October of 2010. What others are saying about Meredith Simon Black... Theresa Sherry, former head women's lacrosse coach at the University of California-Berkeley: "Meredith proved herself immediately as an asset to our program at Cal, and she is a perfect choice to lead Marquette's new program. Meredith's competitiveness and her innovative lacrosse mind will quickly make Marquette a force to reckon with on the national scene. We are thrilled for Meredith and her family, and cannot wait to watch her excel in the Big East as she already has as a player and an assistant coach." Tracy Coyne, former head women's lacrosse coach at the University of Notre Dame: "I am thrilled Meredith Simon Black has been chosen as the first head coach of Marquette's women's lacrosse program. She is a perfect fit for Marquette. It takes a special person to lead a program from its inception. Meredith has the drive, the enthusiasm and knowledge of the game necessary to build a successful program. She will do it with integrity and passion. I have had the pleasure of coaching Meredith as a player and working with her on my staff. She is a rising star as a coach. Meredith will do great things at Marquette." Missy Doherty, head women's lacrosse coach at Penn State University: "Meredith is one of the top young coaches in the country. Her love of coaching and her tremendous work ethic will be a true asset to Marquette. It was my pleasure to coach with her for three years, and I am extremely confident she will bring quick success to the program at Marquette." Meredith Simon Black's Coaching Experience


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Apr 04, 2014
Downtown Enid, Enid, OK 73701
Shop, dine and be entertained at First Friday Enid. This monthly event held in downtown Enid features a variety of ... read more...
Art Shows, Music Event
Apr 04, 2014 - Apr 06, 2014
Woodward County Fairgrounds, Woodward, OK 73801
The K-101 Farm Expo in Woodward is one of the largest Tri-state agriculture, farm and ranch trade shows, featuring over ... read more...
Nature/Agriculture Event, Expo/Trade Show
Roberts Ranch Smokin' Red Dirt BBQ & Music Fest
Apr 11, 2014 - Apr 12, 2014
Enid Convention Hall, Enid, OK 73701
The Roberts Ranch Smokin' Red Dirt BBQ Cook-Off & Music Fest comes to downtown Enid in mid-April. This event ... read more...
Fairs & Festivals, Food Event, Music Event
Apr 12, 2014
525 S Main St, Hennessey, OK 73742
Come to the Hennessey Hometown Hootenanny and enjoy an evening of country, bluegrass, gospel and folk music featuring ... read more...
Music Event
Cimarron Territorial Celebration & Cow Chip Throwing Contest
Apr 14, 2014 - Apr 19, 2014
Beaver County Fairgrounds, Beaver, OK 73932
Come to the Cimarron Territorial Celebration and Cow Chip Throwing Contest in Beaver to enjoy activities commemorating ... read more...
Fairs & Festivals
Eggstravaganza Easter Egg Hunt
Apr 19, 2014
B St Ball Field, Blackwell, OK 74631
Visit Blackwell for the annual Eggstravaganza Easter Egg Hunt held the Saturday before Easter. Blackwell's Easter ... read more...
Children's Event
Chisholm Trail Coalition Historic Walking Tour of Downtown Enid
Apr 19, 2014
Downtown Square, Enid, OK 73701
Come along with Cactus Jack on the Chisholm Trail Coalition Historic Walking Tour of Downtown Enid for a glimpse of ... read more...
Tour Event, Living History Event
Lesser Prairie Chicken Festival
Apr 23, 2014 - Apr 30, 2014
Northwest Inn & Various Locations, Woodward, OK 73801
See and hear the quickly vanishing lesser prairie chicken displaying on its booming and gobbling grounds at the annual ... read more...
Nature/Agriculture Event, Wildlife/Animal Event
Apr 24, 2014 - Apr 25, 2014
OPSU Arena, Goodwell, OK 73939
The OPSU Rodeo, held at the Oklahoma Panhandle State University Arena, invites the top rodeo colleges in the nation to ... read more...
Apr 25, 2014 - Apr 27, 2014
Salt Plains National Wildlife Refuge, Jet, OK 73749
Visit the Salt Plains National Wildlife Refuge near Jet for a full weekend of family fun at this year's Birding & ... read more...
Nature/Agriculture Event, Wildlife/Animal Event


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From the Office of Medical Education/Medicine, and the Dept. of Psychiatry, University of California, San Francisco, San Francisco, CA.
Send correspondence to Dr. Teherani; e-mail: email@example.com
Copyright © 2013 by Academic Psychiatry
Received July 30, 2011; Revised February 29, 2012; Revised July 13, 2012; Accepted August 21, 2012.
Clinical teachers are frequently pressed for time, living with the tension between efficiently caring for patients and making time for teaching in the context of a busy clinical practice (1). In recent years, the pace of psychiatry training (e.g., brief medication visits and one-session intake/evaluations) has increased. In order to expedite treatment decision-making and satisfy billing requirements, increasingly, supervision must occur simultaneous with or soon after the visit (2). As clinical teachers continue to struggle to balance teaching and patient care, research highlights the importance of clinical teaching: clinical teaching affects learner achievement over and above clinical experiences such as the number of patients seen (3, 4).
During the past two decades, models for effective teaching in clinical settings have been introduced (5–8). Clinical teaching models have been developed in specialties other than psychiatry, primarily to provide practical guidance. Recently, researchers have begun to examine outcomes associated with various teaching models. Because of the similarities between clinical teaching in psychiatry and other specialties, models developed within other specialties may be relevant to psychiatric teaching. This mini-review introduces psychiatric educators to research-informed clinical teaching models and encourages their regular use. We describe and review the literature on two clinical teaching models, both selected because they were the only models with research supporting their effectiveness. We explain the applicability of these models to psychiatry by providing psychiatry-based examples. This review will provide clinical teachers in psychiatry with a research-informed presentation that can guide clinical teaching practice and faculty development.
Two clinical teaching models, the One-Minute Preceptor (OMP) and SNAPPS (Summarize, Narrow, Analyze, Probe, Plan, Select) are described here (7, 9). Clinical educators developed both the OMP and SNAPPS in response to a shift in clinical teaching from inpatient to outpatient settings, and, thus, they are primarily geared to ambulatory-care settings. Nonetheless, both models rely on steps that may be applicable across inpatient and outpatient settings.
For this review, we extracted 29 articles published between 1970 and 2011 via PubMed in English using the search terms "clinical teaching," "models," or "methods," with Boolean operators in medical education. Among those, we searched each model further in PubMed and Web of Science to determine which models had been studied empirically. Descriptions of teaching models without supporting research on their effectiveness, individual instructional strategies (e.g., provision of feedback to learners), and teaching models that were part of larger interventions were not included in this review. Examples of the articles not included in this review were "the Aunt Minnie Model" (5) (the learner presents the main complaint and probable diagnosis to the teacher, and the case discussion occurs after the clinical teacher has independently seen the patient) and time-saving instructional strategies (10) (teaching strategy in which demonstration is balanced with supervision). We extracted 10 articles that were empirical and focused on direct outcomes of the clinical teaching models. Those 10 articles focused on research outcomes of the OMP, which was developed in 1992 (8 articles), and SNAPPS, which was developed in 2003 (2 articles). For the purpose of this paper, we summarize the findings from those studies relevant to teaching practice.
The OMP, also referred to as the "microskills" of clinical teaching, was developed by Neher and colleagues (7). It is the most researched clinical teaching model (11–16). Neher and colleagues posited that clinical teachers in ambulatory settings needed to find ways to integrate trainees into patient care without disrupting it. The model was built on research about clinical teaching. The research demonstrated that, in traditional clinical teaching encounters, a trainee's presentation of a patient was often followed by the teacher's questions, focused primarily on diagnosing the patient and questions about factual information (e.g., "Does the patient have a history of suicide attempts?" "What risk factors for violence does the patient have?") (17). Clinical teachers often asked for more details about the patient, but rarely asked trainees for their own impressions of the patient. Although asking about the patient helped the clinical teacher efficiently determine what was going on with the patient and prioritized patient care, it did not directly assess the learner's level of knowledge. Accordingly, there was often little-or-no teaching or feedback to the learner (12). The goal of the OMP was to diagnose the patient, as well as the learner's knowledge, in a time-efficient manner (7). We list each step of the OMP, including relevant examples from two teaching settings in psychiatry (pharmacotherapy and psychotherapy), in Table 1.
The OMP begins after the trainee presents the case; it consists of five steps. In the Commitment and Probing steps, the clinical teacher gains an understanding of the learner's knowledge, reasoning, and learning needs, while simultaneously learning more about the patient. Obtaining a Commitment and Probing underlying reasoning inform the teacher's direction for the next step: Teaching is targeted specifically to the trainee's learning needs and therefore is more likely to be retained. Finally, during the Feedback and Correcting Errors steps, trainees receive directly relevant feedback about their knowledge and performance.
Researchers have primarily studied teacher and learner perceptions of the OMP, including both medical students and residents. After participation in OMP workshops, clinical teachers have described the OMP as useful and time-efficient, improving the perceived success of their teaching encounters, and improving their ability to evaluate learners and help learners reach their own conclusions (11, 14–16). After observing both traditional and OMP teaching encounters, students expressed preference for the OMP format (13). Clinical teachers trained in the OMP reported improved ability to "obtain a commitment" and "probe for supporting evidence" with their learners (16). Clinical teachers also reported more confidence in their ratings using OMP, as compared with traditional teaching interactions (11).
Other studies demonstrated improved clinical teaching skills and feedback behaviors for clinical teachers after OMP training (15). Learners rated residents trained in the OMP higher than control residents on getting a commitment, providing feedback, and motivating learners to do outside reading (14). Students reported that faculty who used the OMP provided improved quality of feedback and involved students more actively in the decision-making process (13). These studies found no differences in certain outcomes: overall teaching effectiveness or overall pre- and post- student satisfaction between teachers who use the OMP and those who did not were similar (14–16).
Researchers comparing teaching points after traditional or OMP teaching found mixed results. Medical students randomized to either OMP or traditional teaching expressed greatest interest in learning about the natural progression of disease. The top three teaching points preferred by students were the same for both groups (13). Medical students viewing OMP teaching scenarios expressed greater interest in learning about the natural progression of disease compared to students viewing traditional teaching scenarios (12). Teaching about disease and disease-processes focuses the teaching encounter on higher-order thinking, suggesting a potential benefit of the OMP model (12).
Although no formal studies have assessed the use of the OMP in psychiatry, in a recent letter, Tsao reflected on the usefulness and relevance of the OMP to psychiatry teaching (18). The OMP has been used as one of several instructional methods in psychiatry residents-as-teachers programs (19, 20) and for teaching of evidence-based medicine curricula to psychiatry residents (21). Residents experienced positive outcomes from the programs overall (19–21).
Ottolini and colleagues (8) recently extended the OMP to include steps to promote a safe learning climate and self-directed learning. The model, referred to as the eight-step preceptor model (ESP), includes the five steps of the OMP plus three additional steps. In one of these additional steps, teachers are encouraged to listen to the learner without interruption, to help create a safe learning climate. Teachers promote self-directed learning in two subsequent steps. This includes assessing the level of the learner by discussing the learner's experiences with previous patients and ensuring that learners identify their own learning needs by developing learning objectives at the end of each encounter. Clinical teachers who use more of the ESP steps received higher teacher ratings, but did not necessarily have longer teaching sessions. However, with the exception of teaching a general point and providing feedback, clinical teachers trained in the ESP model did not consistently incorporate all of the model's steps. This finding highlights the need for ongoing reinforcement of the steps after the initial training.
In summary, the OMP is consistently well received by teachers and learners. Most evidence suggests that the OMP model is efficient and has improved teacher skills for obtaining a commitment from the learner, probing for supporting evidence, and providing detailed feedback. Finally, the OMP appears to focus clinical teachers' teaching-points on higher-order thinking skills of the disease and disease processes.
The SNAPPS teaching method was developed by Wolpaw and colleagues, based on the premise that the learner should prepare for and direct the outpatient learning encounter (9). The premise of their argument was that the learner has made a commitment to education, whereas the teacher has committed primarily to the care of patients. Thus, although both the teacher and learner are responsible for the success of the learning encounter, the individual who has committed time to education (i.e., the learner) should actively structure and direct that interaction. SNAPPS was developed to empower learners by emphasizing the collaborative relationship between the learner and the teacher. Both must be familiar with the steps of SNAPPS, with the teacher taking an initial coaching role until the learner begins to lead the encounter. Table 1 lists the steps of the SNAPPS model as well as relevant examples from pharmacotherapy and psychotherapy.
In the SNAPPS model, the Summarize step (Step 1) is the case presentation by the student. Narrowing (Steps 2) and Analyze (Step 3) are similar to the Commitment and Probing steps of the OMP. During these steps, the process of narrowing and analyzing the differential reveals the clinical reasoning skills of the learner. The Probe step (Step 4) is novel in that it requires learners to identify their own learning deficiencies and areas warranting additional study. Similar to the Teaching a General Rule step of the OMP, the Probe step in SNAPPS elicits the general rule to be taught to the student. To the degree that time permits, the preceptor addresses the student's specific questions during Step 4, but, unlike the OMP, the content of that discussion is learner-driven. Planning (Step 5) pushes the learner to consider a management or intervention plan in consultation with the preceptor and re-focuses the interaction onto the patient's care. Finally, in Select (Step 6), the student creates a plan with the preceptor for achieving the student's specific learning goals.
Research on SNAPPS has assessed the perceptions of medical students and teachers utilizing the model. Those studies demonstrated that SNAPPS fosters a collaborative relationship between learner and teacher (9). Learners utilizing SNAPPS described improved ability to assume an active role in identifying their own learning needs. Learners found SNAPPS easy to learn, and they appreciate being allowed to question their teacher and select their own self-directed learning issues. Clinical teachers reported that SNAPPS helped students generate questions relevant to the case and the learners' level of knowledge. Clinical teachers enjoyed SNAPPS-based encounters with students. Teachers felt relieved that, instead of generating teaching-points that may not be of interest to the student, they could direct their teaching to students' self-identified learning needs. Clinical teachers must guide the interaction. Therefore, key to the success of SNAPPS are orienting faculty to its steps, encouraging students to use the model, and faculty's assuming the role of an expert facilitator.
Compared with traditional clinical teaching, SNAPPS facilitated the expression of clinical diagnostic reasoning in the ambulatory setting (22). Students using SNAPPS have more concise summaries of patient findings, communicated more diagnoses, and compared diagnostic possibilities and justification for diagnoses more frequently than students taught with traditional methods (22). Also, SNAPPS did not create longer-than-usual student case presentations than traditional teaching encounters.
In brief, SNAPPS is a well-received and time-efficient teaching method that assesses learners' clinical knowledge and reasoning and engages them actively in their own learning while alleviating some of the teaching burden from the preceptor.
The OMP and SNAPPS clinical teaching models provide helpful frameworks for approaching teaching with psychiatry trainees and provide a general framework (e.g., asking for a commitment, discussing alternative hypotheses, focusing teaching on the learning needs of the trainee, providing feedback) that may be very useful for supervision in psychiatry settings. Clinical teachers can select the model that works best for them. In doing so, teachers should keep in mind that that the OMP is teacher-centered and requires that the teacher recall the steps of the model and use those steps to guide the discussion. Hence, the onus of directing the teaching encounter during the OMP falls upon the teacher. SNAPPS, on the other hand, requires that students use the steps of the model to guide the discussion and their learning with the teacher. Thus, SNAPPS is student-centered and places responsibility for the structure and direction of the encounter on the learner.
The OMP and SNAPPS were designed for settings that utilize a medical model and may be readily applied to psychiatry settings that use a similar model (e.g., psychopharmacology clinics, inpatient psychiatry wards). The steps of both models may also be applicable to psychotherapy supervision. Psychotherapy supervision differs from most other clinical teaching settings in a number of ways (23, 24): In psychotherapy supervision, there is typically a delay between the time of the clinical encounter and discussion of the case with a supervisor. The psychotherapy supervisor may not directly examine the patient or observe the trainee–patient interaction. In many circumstances, the psychotherapy supervisor's role may focus exclusively on teaching, and may not include the role of attending-of-record. Finally, the relationship between the trainee and psychotherapy supervisor and the pace of their work may be unlike those of other settings because of the intense focus on a small number of patients seen over an extended period of time. Acknowledging these differences, we believe that the core steps of the OMP and SNAPPS can apply to psychotherapy supervision as well as teaching in other psychiatry settings (see examples in Table 1). Time available for each step may be extended in many psychiatry settings, but much of the basic structure and process of preceptor–learner interactions may be the same as in non-psychiatry settings. The OMP and SNAPPS create a structure for the teacher–learner dyad that would likely apply regardless of the content or setting of the teaching encounter.
Both OMP and SNAPPS models require feedback skills to encourage and reinforce learning for the student. However, neither model describes specific feedback techniques that teachers might utilize. Literature on the provision of feedback in medical education dates back 50 years, with significant focus on the lack of feedback for learners in medical education (25). Learners identify the ability to give feedback as one of the most vital qualities of a good teacher (26). Yet, concerns with providing feedback have been similar to clinical teaching: lack of time precludes the provision of quality feedback. Feedback is also laden with another challenge: it is often a difficult and uncomfortable task for the teacher and the learner (27). Ultimately, incorporating research-based methods for providing optimal feedback will augment the success of the OMP and SNAPPS models.
These models maximize teaching during the clinical encounter by actively engaging learners and facilitating efficiency in the teaching process. The effectiveness of the clinical teaching models described here has not been studied among learners who have difficulty with self-reflection or identifying and monitoring their own learning needs. We would expect that those learners would struggle during Step 4 of the SNAPPS model. Similarly, the effectiveness of these models is less clear when learners are insufficiently responsive to feedback. Moreover, the differences between supervision in psychiatric settings and non-psychiatric settings limit the applicability of the research findings. The OMP, for example, was designed to be extremely brief and narrowly focused, neither of which are typical of many psychotherapy supervision settings. Each of the steps of the OMP or SNAPPS models could be covered more extensively in psychotherapy supervision than in faster-paced clinical teaching settings. Acknowledging these differences, these models provide an approach that may be applicable across most clinical teaching settings.
Teaching is a fundamental academic practice, and the impact of teaching on learning is far-reaching. The landscape of teaching continues to evolve. During the past two decades, demands have increased for accountability and documentation of teaching for academic promotion and self-improvement (28). Also, duty-hour changes have increased and will continue to increase faculty teaching responsibilities (29). The models described here provide teachers with a beneficial framework and requisite skills to teach in ways that promote and maximize learning.
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Mike is my favorite poster.
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"i hope you have fun"
when I took a month and a half away from here I think only beattlejews missed me
Originally Posted by Mack Mike is my favorite poster.
Board jolly guy should get special treatment
Mike can I call you?
Iam jolly
I went to olive garden for dinner
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I am a good boy now I haven't been to t/o in ages
Originally Posted by baltimore mike The fact you haven't been shot dead multiple times clearly indicates to the affirmative.
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Description Report Fraud
L-series Lincoln Pre 1950 Model L Type 130 Boattail Speedster, Yellow, for sale in Volo, Illinois, for $195,000.
It is a rare occasion and opportunity when one gets to purchase a piece of roaring 20's history. This magnificent 1926 lincoln boatail speedster is the only restored one known to exist in the world. This beautiful icon comes to you from the henry harper collection, one of the founding members and president for several years, of the lincoln club. When this car was restored years ago, it set a new precedent for quality and preservation. This car raised the judging standards to an all-new level. Henry was partners with ken pearson in a very notable tool and die shop known as wauconda tool and engineering. This car was restored to rollex movement standards and performance. The original l head v-8 was restored and modernized inside to cruise at 70 mph all day long, with the finest of craftsmanship implemented with hi speed road gear. The car was restored 40 years ago and recently underwent a complete and total professional detail. It spent its restored life in henry's temperature controlled private museum for decades, it looks and drives like the day it was restored. The chassis underneath is cleaned and polished as beautifully as the exterior body panels. The britework is all hard nickle chrome and the wire wheels are dazzling in the sunlight. This lincoln has the rumbleseat with all leather interior and tan harts cloth top. Mr. Harper has decided at this juncture in his life, that it is time to offer a rare opportunity for another automotive connoisseur to enjoy this stunning lincoln boatil as much as he has, for over 40 years. Drives very fast with ease, shifts smooth and rides tight. Truly a magestic show stopper. Best of all this lincoln has the best of the best providence, awards include: the presidents cup, the james melton memorial cup, cedar rapids - first junior, lake forest - best of show, lincolns owners' club - best of show, illinois state fair - best of show, and huntsville, ala. Central spring meet - first senior. To this day the car has never won less than first place at any major shows. This car received 100 points and best of show at all major concours and has never been beaten in any competition. Complete video of this vehicle available for $50, refunded with vehicle purchase, and includes overnight shipping of video. .
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