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|Progress made money for Water Resources Cash Fund
|Written by Wauneta Breeze
|Thursday, 08 March 2012 18:45
By Mark Christensen
State Sen. 44th District
Last week we debated many bills, and fortunately one of those bills was my bill, LB950. The bill was designated a priority bill by the Natural Resources Committee. I would like to discuss this bill in more detail this week.
LB950 would redirect the remaining repayments from the Republican River Natural Resources Districts (NRDs) from the Water Contingency Cash Fund to the Water Resources Cash Fund. It advanced to the second round of debate (Select File) with a 29-0 vote.
If you recall, the NRDs were given an $8.5 million loan for the state in 2008, pursuant to LB1094, to pay for stored water that was sent to Kansas in 2007 to meet compact compliance with Kansas.
The NRDs were required by the Legislature to repay the state by 2013. LB950 seek to use a portion of those repayments from the Republican Basin NRDs to further fund water needs in Nebraska.
The Legislature has made it clear over the last several years that wisely managing and protecting Nebraska's significant water resources is a priority that needs to be funded. In 2011, the Legislature passed LB229 to provide funding for water resources management using funds from the Environmental Trust.
The Natural Resources Committee is also in the middle of a thorough study created in LR314. It examines current and future state water needs and funding sources to develop recommendations for the necessary funding for management of Nebraska's water resources into the future.
I see LB950 as a great opportunity that follows this intent of the Legislature to adequately fund water resources management by redirecting repayments to the Water Resources Cash Fund for use in the Platte and Republican river basins and throughout the whole state.
Out of the $8.5 million the state gave to the Republican River NRDs in 2008, $1.3 million has already been repaid to the states Cash Reserve Fund.
With the emergency clause that was attached to LB950 with a 30-0 vote, the total amount of repayments redirected to the Water Resources Cash Fund will be $7.2 million for addressing the states many water needs.
This gives the Department of Natural Resources and our NRDs flexibility to address the short term critical needs in the Republican and Platte river basins.
Lastly, in attempt to perfect the Appropriations process the chairman of the committee, Senator Lavon Heidemann, has asked that the original language in LB950 be removed and new language be inserted for select file. The bill will still do all that has been mentioned above it merely allows the appropriations committee to effectively appropriate the bill.
Previous legislation provided for $3.3 million to be deposited in the fund each biennium beginning in 2012-13, ending in 2018-19.
Teleconference call
During his weekly conference call Tuesday, Christensen said they made good progress last week on bills relating to foster care and Health and Human Services.
Christensen said some of these bills will likely get vetoed by the governor so it's important they pass with 30 or more votes, which is the amount needed to override a veto.
An effort to shorten the times between keno games failed to get the necessary votes Monday to advance.
By shortening the time between games from five minutes to three minutes, he said it was projected to bring in more than $1.5 million to the state. However, the bill is now dead for this session.
Bills passed Monday included putting the question to state voters whether to increase state senators' salaries from $12,000 to $22,500.
LB863 passed which makes businesses which produce films, commercials and television programs eligible for economic development funding under LB840, the Local Option Municipal Economic Development Act passed in 1991. Imperial is among 55 Nebraska communities who have voted in LB840 programs.
LB646 goes to governor
Christensen's LB646 passed Monday on a 48-0 vote and contains the emergency clause, making it law as soon as the governor signs it.
The bill broadens the definition of emergency medical services (EMS) but does not broaden the type of services an EMS technician could deliver. It also lessens liability of an EMS volunteer or worker.
Nebraska statute currently defines an Emergency Medical Service as an organization responding to a perceived individual need for "immediate" medical care in order to prevent loss of life or aggravation of physiological or psychological illness or injury.
LB646 removes the word "immediate," which would allow EMS to provide the same medical services in a non-emergency setting on a scheduled or on-call basis.
Christensen emphasized the bill does not change the scope of practice for the level the service is licensed at.
The EMS and its employees and volunteers would still be required to continue to operate under the statutes, which require supervision of a physician, medical director and the Nebraska Emergency Medical Services Board.
In addition, this change would allow an EMS to provide education and follow-up patient care in a non-emergency or non-hospital setting helping to increase access to care and to lower costs to both the patient and the medical providers.
He said this is especially critical to rural and under-served areas of the state, especially if home health services are lost.
He said there are many instances when volunteer and paid EMS workers are on duty or on call at sporting events, hospital/nursing home transfers etc... and are "technically" not responding to someone that may need "immediate medical care."
He said the bill would remedy the use of 'immediate' and prevent an EMS worker from potential liability.
Questions or comments? Contact myself or my staff at the information below.
|Last Updated on Thursday, 08 March 2012 18:47


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On the ninth anniversary of 9/11 Geert Wilders and Newt Gingrich will be appearing at a ground zero event in opposition to the mega mosque project the Cordoba House initiative that has received NYC Landmarks Commission approval.
It is interesting to note that Gingrich has come out in favour of national anti-Sharia legislation which is very much in line with the policy of Wilders International Freedom Alliance. The ground zero demonstration is organised by SIOA [Stop Islamisation of America] Geert Wilders will speak as will Newt Gingrich other speakers include 9/11 Parents and families of Firefighters & WTC Victims.
By accepting this invitation Geert Wilders expresses his support for those opposing the building of the mosque. The attack on the WTC towers on 9/11 was an attack on the entire Western civilisation. How we need men of the calibre of Wilders and Gingrich in this country. Men with the courage to speak-out.

subset: commoncrawl


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Guinea: 1. Please provide information on the treatment of the Foulah ethnic group in Guinea 2. Are members of the Foulah ethnic group regarded as supporters of the opposition in Guinea?
15 January 2010 | Publisher: Australia: Refugee Review Tribunal | Document type: Query Responses
Guinea: 1. Please provide information on the situation in Danane, Ivory Coast, in 2004, and in particular on any bombing that occurred there. 2. Is there any evidence of a usual practice, or a recognised custom, in the culture of either Ivory Coast or Guinea involving adoption of a niece by an uncle (in circumstances where the niece's mother is deceased)? 3. Please provide advice on whether formal adoption is available in Guinea and Ivory Coast, and the processes involved. 4. Please provide information on the practice in Guinea with regard to the recording of deaths. 5. Do the authorities in Guinea issue death certificates in relation to deaths in the country?
22 December 2009 | Publisher: Australia: Refugee Review Tribunal | Document type: Query Responses
Guinea: 1. What are the protections available and enforced to protect defaulting or tardy debtors from their creditors in Guinea? 2. Please advise whether there was a coup in Guinea in December 2008? What is the situation with law and order in Guinea? 3. Please advise whether the constitution, parliament, the Supreme Court and justice have all been suspended since 23 December 2008. 4. Is there any confirmation that there is a lack of law and order and that "everyday you find dead men in the street"? 5. Is there any information about the level of resourcing by the government in Guinea for police, and that because the police don't have petrol in their cars they won't protect citizens? 6. Please provide information about the general level of employment in Guinea and for mining engineers specifically?
1 December 2009 | Publisher: Australia: Refugee Review Tribunal | Document type: Query Responses


text: I'd like more talking. Even a mod hook triggered by flight events would suffice. As far as more missile types, again, your opinion. I like more options in games as long as they are balanced. I think it makes things more interesting when you have more tactical Possibilities. You aren't obliged to use any of them.


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Boston Valentine's Day and Weekend Dinner Cruises
6:30-10:00pm Thu, Feb 14, 2013
Venue: Odyssey Cruises
60 Rowes Wharf, Boston, MA 02110Contact:
Abby Markowski
0 people saved this
ROMANTIC. Nothing's more magnificent than a Valentine's Day celebration on the water aboard Boston's most luxurious cruising vessel, Odyssey. Distinctive cuisine. Live entertainment. Dancing cheek to cheek. Breathtaking views. Laughter and intimate conversation. Create a memory that will last as long as your love.
Kick Off the Summer with a Great Memorial Day Weekend
Memorial Day Weekend is almost upon us, which means the unofficial start to the summer...
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Go-Cat Complete Adult with Tuna, Herring and Vegetables 2kg
Product Description
Made with quality fish for high quality protein.
A combination of ingredients including fish, meat, vegetables, vitamins and minerals make Go-Cat a complete & balanced meal. Go-Cat is all your cat needs nutritionally to help keep him healthy and happy.
Cats love the taste of meat and instinctively know what's good for them. That's why they appreciate quality meat. Go-Cat crunchy kibbles are prepared with quality fish and meat, carefully selected to ensure your cat gets the most out of his food. Each kibble contains a variety of ingredients to make up a complete and balanced meal for your cat every day. Your cat just knows it tastes great, but you know you're giving him all the protein, vitamins and minerals he needs to help keep him healthy and full of vitality... because a Go-Cat cat full of vitality helps bring your home to life!
Vitamins - With all essential vitamins for a healthy cat.
Minerals - Balanced minerals to help maintain a healthy urinary tract.
Calcium - Calcium & Phosphorus for strong bones and teeth.
High quality protein - High quality protein to help support his natural defences. High quality protein for toned muscles including heart. High quality protein for good digestibility.
Your cat's unique personality brings something very special to your home, adding joy to your lives. That is why Go-Cat® provides him with the food he loves and needs, so he can continue to surprise and delight you every day.
And that is why every product we make comes with the Go-Cat® Promise, our commitment to you that always guarantees:
A range of great tasting products for him to enjoy.
100% complete and balanced nutrition including high quality proteins, fatty acids, vitamins and minerals that supports your cat's health, vitality and happiness.
Made by Purina experts with over 85 years of experience in pet nutrition.
Go-Cat® - so he can continue to bring that special something that makes your house a home.
Go-Cat® offers a great range of product to suit every age and lifestyle:
Adult - For healthy body condition
Kitten - For healthy growth of kittens
Senior - Special nutrition for mature cats
Indoor - Helps reduce hairball development in indoor cats
Crunchy & Tender - Two delicious textures of crunchy and softer kibbles
Product Information
- Brands: Go-Cat
Store in a cool dry place.
The adult maintenance averages are based on moderately active cats at normal environmental temperatures. Individual needs vary and feeding should be adjusted as required to maintain your cat at a lean, healthy body weight. Fresh, clean water should always be available.
3 kg (Animal Weight) - 50 g (Quantity to Provide)
4 kg - 70 g
5 kg - 85 g
Preparation and Usage
Daily Feeding (g/day)
Food quantity: 50g, Weight of Animal: 3 kg
Food quantity: 70g, Weight of Animal: 4 kg
Food quantity: 90g, Weight of Animal: 5 kg
Fresh, clean drinking water should always be available. Sufficient consumption of water is a necessary part of healthy, every day nutrition.
The adult maintenance averages are based on moderately active cats at normal environmental temperatures. Individual needs vary and feeding should be adjusted as required to maintain your cat at a lean, healthy body weight.
Return To Address
GB: 0800 21 21 61 (Freephone).
Purina PetCare Team,
PO Box 478,
IE: 1800 50 93 68 (Freephone).
Nestlé Purina PetCare,
3030 Lake Drive,
City West Business Campus,
Dublin 24.
Country of Origin
Country of Packing
Purina PetCare Team,
Package Type
Bag - Plastic
Recycling Information
Packing - Recyclable
Other Information
Full Product Name:
Complete pet food for adult cats.
Keep pet food in a cool and dry place.
Allergen Information
Contains Fish.
Cereals, Meat and Animal Derivatives, Vegetable Protein Extracts, Oils and Fats, Fish and Fish Derivatives (2.5%*), Derivatives of Vegetable Origin, Yeasts, Minerals and Vegetables (Green, Orange and White Kibbles: 0.13% Dried Vegetables equivalent to 1% Vegetables), *Equivalent to 8% Rehydrated Fish and Fish Derivatives, Light and Dark Brown Kibbles: minimum 4% Herring and 4% Tuna
Nutritional Data
|Typical Values
|Analytical Constituents:
|Fat content:
|Crude ash:
|Crude fibres:
|Nutritional Additives:
|Vit A:
|12 500
|Vit D3:
|1 000
|With colourants and antioxidants
- Tesco Price Match
- ** Matched to Tesco's standard retail price on 28-May-2016 at 04:05. See our Terms and Conditions for full details.
- Disclaimer
- These summary details have been prepared for information purposes only, and are designed to enhance your shopping experience on the Ocado website. While we have taken care in preparing this summary and believe it is accurate, it is not a substitute for your reading the product packaging and label prior to use. You should note that products and their ingredients are subject to change. If you do require precise ingredient information you should consult the manufacturer, whose contact details will appear on the packaging or label.
- Ocado is therefore unable to accept liability for any incorrect information. Where this description contains a link to another party's website for further information on the product, please note that Ocado has no control over and no liability for the contents of that website.
- You should also note that the picture images show only our serving suggestions of how to prepare your food - all table accessories and additional items and/or ingredients pictured with the product you are purchasing are not included.
- This data is supplied for personal use only. It may not be reproduced in any way whatsoever without Ocado Limited's prior consent, nor without due acknowledgement.


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- 5 years ago by Jennifer Wright
- 4 Comments »
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Or, if you're in your twenties, a guy your own age! A response to our piece yesterday on why you should date older men. Younger men – better, maybe? Some of our friends (we've changed their names) think so: More


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50% of big IT implementations (value greater than $ 15 million) have budget overruns by 45% and time overruns by 7% while delivering 56% less than projected return - a recent survey by McKinsey and BT Center for major program management at the University of Oxford. The survey conducted on 5400 projects revealed a total budget overrun of $66 billion a big gaping hole the size of a small nations GDP. 17% of the projects go so bad that they threaten the existence of company.
The McKinsey - Oxford collaboration can have a sobering effect on future capacity expansions. It is a catch 22 situation: On one hand we have the markets stirring back to life forcing capacity expansions and on the other hand the McKinsey - Oxford collaboration painting a doomsday scenario of businesses going under due to massive IT budget and time over runs.
Ever since the recession reared its ugly head in 2009 businesses have been conservative in their CAPEX spending preferring to hoard cash rather than spend on IT and systems. Since it was a recessionary phase with systems running at under capacity it did not pose much of a problem but with the economy showing signs of picking up businesses need to rethink their strategy, now. The diagram below shows how CAPEX spending has increased in 2014 hinting at economic revival.
The own vs. rent is an integral part of this conversation. With so many options opening up in the enterprise segment - hosted servers, hosted PBX, hosted graphics capability - big onsite IT implementations may soon become a thing of the past with enterprises going for cloud solutions.
Cloud is the virtualization of the harder components of an IT system - server, cooling racks, routers - into a software interface. In business jargon, it is a move from CAPEX to OPEX, from premise based systems to business anytime and anywhere systems. Various enterprise cost savings are as follows -
Capital Cost Savings: No upfront CAPEX investment needed for setting up operations. Cloud telephony is a subscription based, pay as you go model where you pay for services used and not for any built up capacity that may or may not justify capacity expansion in the future.
Operational Cost Savings: No service costs, no costly updates. Updates are made automatically and the user has access to the latest version of the


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If you are looking for ways to style Facebook with cool looking Facebook Layouts, Backgrounds and Wallpapers you have come to the right place. We offer thousands of FB Skins Facebook Layouts that will help add plenty of Facebook style to your profiles.
So what are you waiting for start browsing our FB Layouts we have something for everyone. Stand out and add some style and flair to your profile today.
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Speraw Named U.S. Men's National Volleyball Team Head Coach
He will coach both UCLA and the USA.
Brad Keller, a former outside hitter at Loyola Marymount, was hired by UCLA men's volleyball coach John Speraw as a full-time assistant coach on June 11. With a reputation for building championship-caliber teams, Keller spent the last six seasons on the collegiate level, including helping to lead USC to the 2009 NCAA men's volleyball title match.
"Brad has a true passion for volleyball and has a bright future in the sport," said Speraw. "He is a tireless worker, skilled teacher and brings great energy to our staff. I loved having him with us at Irvine. He was an excellent recruiter and wonderful role model for our student-athletes."
"I'm honored for the opportunity to work with John and be a part of the UCLA family," Keller said. "This incredible university has the ultimate history of success along with a tremendous culture. I'm looking forward to the building process and challenges that lie ahead. "
Prior to his appointment at UCLA, Keller served at UConn for the 2011 season working with the Huskies' women's volleyball team. Before moving to Storrs, CT, Keller helped guide the UC Irvine men's team to an 18-11 regular season record, and a No. 3 national ranking. The Anteaters finished sixth nationally in 2011. In 2010, his first season at UCI, the Anteaters finished eighth nationally.
Before his stint at UC Irvine, Keller served as an assistant at USC from 2007-10 with the men's volleyball team. As the offensive coordinator during the 2009 season, Keller helped guide the Trojans to the NCAA Final, as USC ended the year ranked second nationally in kills and assists as well as fifth in hitting percentage. USC lost 15-12 in the fifth set to UC Irvine. In four seasons with the Trojans, he coached two All-Americans as well as six All-Mountain Pacific Sports Federation honorees. Keller also helped USC sign some of the best recruiting classes in the nation during his tenure there.
In addition, Keller has worked in several capacities for USA Volleyball. In 2010 he was an assistant coach with the USA Volleyball Men's Junior National Team, guiding it to its first gold medal in USA Volleyball history. That fall, Keller helped prepare the U.S. Men's National team for the 2010 FIVB World Championship as an advance scout, developing reports for use during World League competition.
Keller, 32, also founded the Bay to Bay Volleyball Club in San Jose, Calif. which is a youth boy's volleyball club created to serve the needs of the South Bay community. He served as the chief director from 2001-06 and was heavily involved in all aspects of the organization including training of coaches, execution of the business plan, club philosophy and communicating with parents, college recruiters and players. Bay to Bay has produced 70 varsity collegiate athletes in the past 11 years.
As a student-athlete Keller played two seasons at Loyola Marymount under Rick McLaughlin, now the men's head volleyball coach at UC Santa Barbara.
Keller graduated from Loyola Marymount in 2002 with a Bachelor's degree in Graphic Design and a minor in Marketing.


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Biomedical Sciences (Physiology) with a Preliminary Year (BSc)
Physiology is the science which studies these systems and seeks to provide a description of their function in health and disease.
We are currently in the process of updating these pages with details of our new courses. Full details of the updated courses can be found in the 2017 prospectus.
Often, there are good reasons why able students may not have the appropriate A-levels/AS-levels to directly enter the first year of a science degree programme. If you find yourself in this position, the preliminary year at Cardiff University can provide you with the academic background you will need for a science degree.
The programme includes modules in Biosciences, Chemistry, Maths and Physics. On successful completion of the preliminary year, you will automatically progress into the first year of your chosen degree programme.
Physiology is the element of the biological sciences that explores the many systems that interact to produce the complex machine that is the living person. In this course, you will study these systems and learn how they function in regards to health and disease. The first year of the course is made up of a range of modules looking at human physiology, anatomy, pharmacology and neuroscience, while the second and third years will focus on Physiology. By studying for a degree in Physiology at Cardiff, you will develop an in-depth understanding of how the body works, from molecule to man, what goes wrong in disease and the strategies that have led to the development of experimental models of human disease. You will learn to look at the human body as a system, and will be able to explain how pathologies that affect one organ impact on the organism as a whole. All staff involved in physiology teaching draw upon their expertise and long-standing interests in human physiology and pathophysiology to provide research driven teaching.
At Cardiff School of Biosciences you will be joining a large and vibrant community of students and academic staff. We have over 100 dedicated and enthusiastic academic staff across a wide variety of disciplines, including world-renowned researchers in their respective fields including former head of school, Sir Martin Evans, winner of the Nobel Prize for medicine in 2007. The academic atmosphere provides ample opportunity for you to explore your chosen subject in depth, and to discover aspects of the biosciences that you may not have previously encountered.
As a school, we are strongly focused on providing learning opportunities that approach the cutting edge of scientific research and which introduce you to the scientific community. Throughout your course, we will emphasise key employability skills that are both specific to the sciences as well as useful in a wide range of Industries. By working with academic staff, you will develop these skills as you progress through each stage of your course. We aim to produce graduates who are employable, well-informed and enthusiastic ambassadors for science.
Key facts
|UCAS Code
|Entry point
|September 2016
|4 years
|Studying in Welsh
|This course offers elements that are taught through the medium of Welsh. Please contact the Admissions tutor for more information.
|Typical places available
|The School typically has approx 415 places available
|Typical applications received
|The School typically receives approx 2500 applications
|Typical A level offer
|AAB-ABB (in non-science subjects)
|Typical Welsh Baccalaureate offer
|WBQ Core will be accepted in lieu of one non-Science A-level (at the grades specified above).
|Typical International Baccalaureate offer
|34 points
|Other qualifications
|Applications from those offering alternative qualifications are welcome.
Detailed alternative entry requirements are available for this course.
|QAA subject benchmark
|Admissions tutor(s)
Dr Alvin Kwan, Admissions Tutor
Important Legal Information: The programme information currently being published in Course Finder is under review and may be subject to change. The final programme information is due to be published by May 2016 and will be the definitive programme outline which the University intends to offer. Applicants are advised to check the definitive programme information after the update, to ensure that the programme meets their needs.
The course covers a broad area (in particular human physiology, anatomy, pharmacology and neuroscience) in year One. The degree will give you the core knowledge you need to study a wide variety of topics, and you will be able to choose subjects which most interest you or which best relate to your planned career.
Preliminary year
The preliminary year programme includes modules in Biosciences, Chemistry, Maths and Physics. The particular modules studied depend on each student's academic background and the requirements of their chosen degree subject, and will be agreed through discussion with staff at enrolment. The preliminary year is not normally a route for students who have failed to achieve the required grades in their A-levels. It is possible to study the preliminary year programme on a part-time basis over two or three years. The science and maths modules are taught in the daytime at Cardiff University.
On successful completion of the preliminary year, students automatically progress into the first year of their chosen degree programme.
|Module title
|Module code
|Cells and the Chemistry of Life
|10 credits
|Preliminary Mathematics II
|10 credits
|Preliminary Mathematics I
|10 credits
|Inorganic & Redox Chemistry
|10 credits
|Chemistry of Organic Compounds
|10 credits
|The Way The Body Works
|10 credits
|Thermodynamics, Kinetics & Equilibria
|10 credits
|Nutrition, Transport and Signalling
|10 credits
|Genetics, Evolution and Diversity
|10 credits
|Fundamental Aspects of Chemistry
|10 credits
|Module title
|Module code
|Medical Imaging and The Human Body
|10 credits
|Disease in The Developing World
|10 credits
|Structure and Properties of Matter
|10 credits
|Motion and Energy
|10 credits
|Foundations of Modern Physics
|10 credits
|Electricity, Magnetism & Light
|10 credits
|Elementary Mathematical Methods
|10 credits
|Military Surgery Through the Ages
|10 credits
Year one
Year one at the School of Biosciences recognises that, as well as making the transition to independence from home, you are also facing new and exciting challenges in your education. You will now be studying in your chosen field and you will need to be fully prepared for the educational opportunities that are waiting for you. During your first week we will start you on this preparation by making sure you know what is different between school and University learning. You will feel part of the School of Biosciences immediately as you will be paired with a student buddy, who will show you the ropes and make you feel part of the student community. You will also meet your personal tutor, who will be on hand to help you with pastoral and academic issues for the whole time you are with us.
Our common year one modular course gives a broad grounding in the Biosciences, the interdisciplinary nature of this integrated course allows students to explore their interests without committing to a degree scheme until the end of the first year. The benefit of our common year one modular course is that if you are not sure that you have chosen the right degree scheme when you join us then you are sure to have a much better idea at the end of our common year one. You then have the opportunity to change to any of our 12 degree schemes according to your interests and career aspirations. You also have the opportunity to be accepted onto our competitive graduate entry medicine scheme that would ultimately lead to second year entry onto the Cardiff medical programme after you have completed your BSc degree.
We offer a wide range of learning opportunities from lectures, tutorials, practicals, workshops and seminars where you will come into contact with some leading research scientists. A team of academic staff who are teaching-focused ensure the smooth running of teaching and learning. We also appreciate that some of you will prefer particular assessment methods, and assess in a variety of ways, with emphasis on the practical skills you need to become a scientist. You will receive a range of feedback including written feedback on all coursework, and you have an opportunity to see your exam answer papers so you can improve on your performance next time.
|Module title
|Module code
|Biological Chemistry
|20 credits
|Structure and Function of Living Organisms
|20 credits
|Skills for Science
|20 credits
|Genetics and Evolution
|20 credits
|The Dynamic Cell
|20 credits
|Organisms and Environment
|20 credits
Year two
Following on the common year one, where you build a robust basic knowledge and skill foundation within the biosciences, year two allows strengthening and expanding it with natural progression, and crucially the development of knowledge and skills in a context specific to your chosen degree programme. You enrol on modules, which are core to your degree programme, and on optional modules relevant to your degree. Your choice of modules can follow a more generalist approach, or can be rather specific to certain aspects of the discipline (molecular, cellular or systems physiology). You are given extensive academic advice and support in your choice by personal tutors, degree, module and year coordinators.
|Module title
|Module code
|Physiology and Pharmacology of the CNS
|20 credits
|Physiology of Exercise
|20 credits
|Research Techniques
|20 credits
|Membrane and Synaptic Physiology
|20 credits
|Signalling in Endocrine Systems
|10 credits
|Human Pathophysiology
|20 credits
|Special Senses
|10 credits
Year three
From year two you progress into the research-led final year. The final year gives you an opportunity to immerse yourself in your chosen field by following a series of advanced research-led modules. These are designed to develop your ability to critically analyse complex experimental or technical data and to expose you to the central concepts at the cutting-edge of your discipline. You also gain experience of contemporary research through attending a selection of the many seminars given within the school by international leaders in their fields. You are asked to produce an original dissertation based either on a laboratory project, an extensive literature analysis or an exercise relating to science teaching/ pedagogic research or public engagement. Through our mentoring of these projects we nurture a range of transferable skills to ensure that you are not only equipped for today's job market but have the adaptability to be successful in the new career paths that will certainly emerge in the future.
|Module title
|Module code
|Advances in Systems Physiology and Pathophysiology
|20 credits
|Current Research in Cell Physiology
|20 credits
|Biosciences Final Year Project
|40 credits
|Module title
|Module code
|Current Research in Systems Neuroscience
|20 credits
|Functional Anatomy of the Musculoskeletal System
|20 credits
|Tissue Engineering & Tissue Regeneration
|20 credits
|Mechanisms of Human Disease - A
|20 credits
Your degree course will include a number of different types of learning and teaching, with the aim of the course to develop your skills as an independent learner. Much of the teaching takes place in lectures or seminars, supported by small-group teaching sessions. You will also gain extensive practical experience learning key techniques and approaches required for a career in biosciences. Another component consists of workshop sessions, where you work with members of staff on specific skills, such as: using software packages, developing presentation techniques and practicing problem-solving skills. The library and study facilities in the School of Biosciences allow you to access key textbooks, reviews and original research papers. As you move through your course, you will increasingly use more original research material and the teaching will increasingly focus on cutting-edge research delivered by experts in the fields.
A major component of university learning consists of developing your understanding of the subject and becoming an independent and self-critical learner. To this end, the amount of time spent in self-directed learning increases as you progress through the course and increase your independence. We structure non-contact time carefully to allow you to plan and conduct your personal learning and skill development. The Cardiff School of Biosciences supports this through the use of self-directed learning and also facilitates the development of student-focused learning groups focused on identifying and developing learning resources. These study groups use collaborative ICT tools to develop skills in these current technologies (a key employability skill).
Our lecturers have an open-door policy during non-contact time, and email exchange is encouraged if you have any questions. Lecturers are also available for you to ask questions about the material before and after the classes. Our students rate this support very highly as a crucial part of the overall student experience, as they are enabled to achieve all learning required to progress toward being an independent and reflective learner, ideally prepared for lifelong learning in a professional environment. This achievement is further supported by a scheme for developing all the transferable skills and competencies recognised as graduate attributes, and thus enhances overall employability.
The early part of the degree focuses on your comprehension of the key concepts and background information making up the core knowledge of Biology. Early assessments will focus on testing your understanding of the subject and your ability to identify and use information. As you progress through the course, the focus shifts toward applying knowledge by solving scientific problems, assessing information and criticising your and others original work. In your final year, learning and assessment will be focussed on identifying and applying your original research to key questions in science today. You will be guided toward reading original research papers and also undertaking independent research. By the time you graduate, you will be an experienced independent learner and will possess a critical mind that will continue to ask challenging questions and learn new things for the rest of your life.
The knowledge and skills that you will develop on this course will make you employable in a broad range of careers such as research, sales, publishing and teaching. Alternatively, you may wish to further your studies with a higher degree.The course provides a good foundation for all, who might want to go on to study Medicine or any of the Healthcare Disciplines.
In 2013, 96% of the School's graduates were in employment or further study within six months of graduation while others were taking time out to travel etc. Employers included: universities and hospitals in the UK and overseas, local government departments, museums and organisations such as the BBC and National Museum of Wales. Career destinations included: assistant physiologist, laboratory researchers, university lecturer, and biomedical scientist.
- Physiologist
- Laboratory Researcher
- University Lecturer
- Biomedical Scientist
4 Year(s)
Next intake
September 2016
Places available
The School admits 98 students each year to its undergraduate Biomedical degree programmes.
Applications received
QAA subject benchmark
|QAA subject benchmark
Overview and aims of this course/programme
Physiology is concerned with how the body works. It considers the various interacting mechanisms that underlie the functional organisation of the human body. It is a multidisciplinary science, using a wide variety of techniques, and has always been closely allied to medicine. Although there is constant interaction between the advancing frontiers of clinical research and physiological, much physiological work is carried out by scientists rather than clinicians.
This version of the degree programme includes a 'Preliminary Year' before the first year of the specific Biomedical Sciences (Physiology) degree itself. The Preliminary Year is an access course designed for students who do not have the full scientific background required for direct entry into Year 1 of the course. The Preliminary Year provides an opportunity for students, including mature students and those with qualifications in other disciplines, to gain background knowledge in the biosciences, mathematics and chemistry. Students who pass their Preliminary Year may then progress onto the First Year of the Biomedical Sciences (Physiology) degree.
In the First Year, students follow the School's common First Year Biosciences programme. This gives a firm foundation in all the bioscience disciplines and subject-specific areas that will provide a firm foundation for subsequent years of study.
The second year provides a thorough grounding in physiology, and its great relevance to medicine becomes increasingly apparent. Emphasis is placed on the experimental basis of the subject, and students become familiar with new technologies and their impact. The course includes a double module on the Physiology of Exercise.
In the final year, students take modules that reflect the School's great expertise in the area of neurophysiology. Additional modules focus on cell physiology and foetal/neonatal physiology. A Project in which students carry out an original piece of research also forms an integral part of the final year.
At the end of the first year students can choose whether to continue with a three-year degree programme or opt for a four-year sandwich programme.
Programme Aims
The programme aims to:
· Provide a broad and balanced perspective of a wide range of aspects of science in general.
· Provide rigorous education in the physiology of the human body and its medical relevance, plus an introduction to other relevant biomedical sciences.
· Prepare students for higher biomedical degrees and physiology-based careers.
· Provide a general education and appropriate discipline-specific and transferable skills suitable for a variety of other careers.
More specifically, the programme aims to:
· Provide students with a sound basis of knowledge, understanding and skills in human pathophysiology.
· Provide students with a firm grounding in the related disciplines of biochemistry, cell and molecular biology and pharmacology.
· Provide students with relevant practical skills to complement their knowledge and understanding of this topic.
· Develop skills of problem-solving, data handling, and critical reasoning, as well as providing training in oral and written presentation, and digital literacies.
· Enable students to gain access (if they so desire) to post-graduate degree courses within the Higher Education Sector or employment within Bioscience-related industries.
· Provide students with discipline-independent and generic skills that enable them to find graduate employment either within or outside the Biosciences.
What should I know about year five?
Teaching during your course will consist of the following learning activities (each module may contain some or all of these activities):
Lectures: Although these are not compulsory and we do not monitor attendance, it is assumed (and advised) that you will attend all of the lecture sessions for each module you are taking. Failure to do so will mean that you may miss key information or explanations about core material to the module.
Laboratory Practical classes or Field-work: These sessions are compulsory, and attendance is monitored. Since the Biosciences are practical disciplines, and these sessions will teach key skills that are essential, absences are noted. Persistent absence or failure to engage with these activities may lead to the requirement to resit the module in a subsequent academic session.
Tutorials/Workshops: These sessions are provided in most modules to support aspects of the subject material. These sessions are not compulsory, but attendance is very strongly advised.
Clinics/Advice sessions: These are optional sessions that are held to support some of the assignments you will be given (such as statistics assignments, computing packages, presentations and group exercises)
Academic Tutorials: These sessions are held with your Personal Tutor during Year 1 and are compulsory, with attendance being monitored.
Research Seminars: These are sessions presented by academic staff or visiting researchers presenting their research work. You are required to attend a minimum number of these sessions per academic year.
Examinations and In-course assessments: These are either 'formative' (i.e. they are for your benefit but do not contribute towards the module mark) or 'summative' (i.e. they contribute a proportion of your final module mark). All summative examinations or in-course assessments are compulsory.
Where there are compulsory sessions, attendance is monitored and any absences are noted. Absences due to unforeseen extenuating circumstances (such as sudden illness or compassionate circumstances/bereavement) will need to be reported to the School, and action will be taken to either provide another opportunity to undertake the activity, or some form of remedial adjustment will be put in place. If you have suffered a severe medical or compassionate circumstance that has caused you to miss a significant number of days teaching, then we would recommend an Interruption of Study (halting your course for a period until the circumstances are no longer in effect), as there is likely to be a long-term effect on your learning. Similarly, you should seek advice regarding the impact on your learning of any likely absence due to maternity. In all cases the School will be as accommodating as possible with these situations, but all students must meet specific learning outcomes for each module and year of study, so flexibility may be limited in some cases.
Students with disabilities are supported to the fullest extent possible by the University and the School of Biosciences. If you have a disability or a long-term medical condition which may impact upon your learning experience, then you should arrange for a Needs Assessment with the University Disability and Dyslexia Service. The advisor in this service will discuss your disability with you and identify what actions or materials are required to support you.
All details of disabilities or extenuating circumstances are handled in confidence and are only disclosed to very a small number of essential staff. You may request even stricter confidence if you wish, in which case details are revealed only to the Chair of the extenuating circumstances committee and/or the School's disability contact.
We require all students to adhere to a basic standard of behaviour and conduct during their degree, which includes respecting the needs and the dignity of fellow students and university staff. You will also be required to be mindful that there are other peers learning with you; any behaviour by individuals that impacts negatively upon others' learning is not tolerated. You will be required to follow a code of behaviour in laboratory practical classes, field work and during laboratory research experience in the PTY and final year. This requirement is based on essential health and safety considerations for these environments, and you must follow the instructions of the supervising member of staff at all times. Above all you will be required to be proactive in your learning and to take best advantage of every learning activity that is offered to you. A large proportion of learning at University is self-directed, and the overriding aim of your course is to develop you as an independent leaner. You will need to take responsibility for attending classes, submitting timely coursework, acting on feedback and managing your time effectively. You will be afforded the maximum time possible to complete the coursework assignments for each module, and it is your responsibility to plan your time to accommodate these.
We will expect you to arrive promptly to all classes and learning activities. Late arrivals are rude and disruptive to your fellow learners, and to the person leading the class. Late arrival will also mean that you will miss vital information at the beginning of the session.
You will be required to undertake a significant amount of independent and self-directed study at all levels throughout your degree course. Independent study includes the supplementation of your lecture notes and the further development of lecture material through independent reading of textbooks, scientific reviews and primary research articles. Independent study will also include time spent on completing coursework assignments and preparing for examinations and in-course assessments/class tests. It is estimated that you will be spending approximately 70 hours of self-directed study per 10 module credits.
Students are expected to adhere to the Cardiff University policy on Dignity at Work and Study.
How is this course/programme structured?
Please see 'How will I be taught?'
What should I know about year four?
The University will provide all necessary equipment.
What should I know about year three?
Transferable Skills. Ability to:
· Communicate biological ideas, principles and theories effectively by oral and written means.
· Work effectively in a team and as an individual.
· Demonstrate good self-management and organisational skills.
· Use communication and information technology skills to organise and analyse data (databases, spreadsheets, and statistical packages); present results (word processing and presentational packages); as well as information retrieval (through the Internet for example).
· Employ numerical and statistical skills to analyse data.
· Show general problem-solving skills.
· Demonstrate a commitment to lifelong learning through engaging in a process of personal development planning.
· Apply analytical thinking to problems in other disciplines.
· Develop independent learning skills.
What should I know about the preliminary year?
Knowledge and Understanding:
Learning and teaching methods adopt the more didactic approach in the first year with progressively more self-directed learning in Years 2 and 3.
Year 0 (Preliminary Year) modules and Year 1 modules involve lectures and supporting tutorials providing background theoretical knowledge, as well as practical classes. Courses provide students with basic IT skills and an understanding of statistical analysis of data. Coursework is used to develop writing and oral communication skills.
Year 2 modules continue the didactic approach supported by tutorials. More extensive laboratory practicals provide practical skills and critical evaluation of experimental data. Set assignments and directed reading is used to promote self-directed learning and the analysis of primary research literature.
Year 3 requires much more independence by the student. All students produce one substantial research-based (laboratory, literature, pedagogic or scientific engagement) report. Research-led lectures are supported by directed reading.
Students are expected to undertake independent study, and increasing independence of learning is expected as the programme progresses.
Intellectual Skills:
Learning and teaching strategies fall within the framework described above under Knowledge and Understanding. Intellectual skills are developed in particular through problem-solving workshops in techniques-based modules, through interpretation of data obtained in class practicals and during a research project undertaken in Year 3, and through self-directed learning in all years of the course, but Year 3 in particular.
Discipline Specific Skills:
Learning and teaching strategies fall within the framework described above under Knowledge and Understanding. Discipline specific skills are taught in all years of the course.
Transferable Skills:
Learning and Teaching strategies fall within the framework described above under Knowledge and Understanding. Transferable skills are taught in particular through IT modules and communications modules that require students to prepare both written and oral presentations. Students learn to work individually and as part of a team in practical modules, and in modules in which teams of students prepare and deliver oral presentations.
What should I know about year one?
Knowledge and Understanding:
At Level 3, there are coursework assessments for each module which usually comprise 30-40% of the final module mark. These may take the form of written practical reports, structured (short answer) reports, class tests, structured answer tests, group work, poster and oral presentations and computing/statistical problem-solving exercises. Most assessments are summative and count towards the final module mark, although feedback is provided on all assignments as the module progresses.
At Level 4, there are coursework assessments for each module which usually comprise 30% of the final module mark. These may take the form of written practical reports, structured (short answer) reports, class tests, structured answer tests, group work, poster and oral presentations and computing/statisticalproblem-solvingexercises. Mostassessments are summative and count towards the final module mark, although feedback as the module progresses allows students to use them in a formative way. Final examinations at the end of each module comprise a machine-marked structured answer section and a written answer section. Students are required to answer all the structured questions (assessing breadth of knowledge) and one of three written answers (assessing depth of knowledge in specific topics). Final examinations usually count for 70% of the final module mark.
At Level 5, students submit items of coursework for each module (comprising usually 30% of the module mark). Most assessments are summative and count towards the final module mark. Final examinations at the end of each module comprise a structured answer section and a written answer section. Students are required to answer all the structured questions and one written answer. The Research Techniques and the Research Dissertation modules are assessed entirely by coursework.
Level 6 taught modules are assessed by examination (typically, 80% of the module mark), and by extended analytical coursework (typically, 20% of module mark). Practical/library based research projects are assessed by a number of assessments that include, amongst others, a supervisor's assessment, a written report and oral presentation.
Intellectual Skills:
Assessment of intellectual skills falls within the general framework described above under Knowledge and Understanding. Development of intellectual skills is assessed in particular through reports detailing the planning, execution and interpretation of practical and project work, through problem-solving workshops and assessments, and through written and oral examinations for which marking criteria (especially those used in the final year) give particular credit to the use of secondary sources and the ability to analyse and synthesise data.
Discipline Specific Skills:
Assessment of discipline specific skills falls within the general framework described above under Knowledge and Understanding. Module examinations and project reports are marked according to criteria that require demonstration of knowledge and understanding of the discipline specific skills listed under the learning outcomes.
Transferable Skills:
Assessment of transferable skills falls within the general framework described above under Knowledge and Understanding. Communications and project modules are assessed through production by the student of written reports and oral presentations requiring the use of information retrieval systems. Students also produce assessed reports for practical modules and prepare essays and/or deliver oral presentations (either singly or as part of a team).
Other information
All of the academic staff in the School of Biosciences are experienced researchers in their respective fields and our aim is to guide you towards the practice and culture of scientific research and understanding. The primary interaction you will have with academic staff will be during lectures, laboratory practical sessions, workshops or small-group teaching sessions (tutorials). You will also be allocated a Personal Tutor, a member of the academic staff who will provide pastoral support and academic advice during your course. Your Personal Tutor will also run small-group academic tutorial sessions on subjects related to your degree scheme in the first year, and will oversee your general academic progress throughout the whole of your course. Your Personal Tutor is often the person who will write an academic reference for you at the end of your course, and so you are encouraged to develop a close working relationship with your tutor.
All lecturing staff are contactable by email, and operate either an 'open door' policy for students who have specific queries about course material, or a system of booking meeting times. Each degree scheme also has a degree scheme co-ordinator who can also advise on academic issues. Each year of study has a year co-ordinator who can advise on administrative issues related to your course of study. There is also an Undergraduate Office with experienced administrators who can answer most administrative queries immediately.
Lecture sessions in the timetable are designed to take 50 minutes. However, staff are available during the 10 minutes of time either side of the lecture so that you can ask your lecturer specific questions. Academic staff are always happy to explain any aspects of a lecture that you did not understand or for which you would like to deepen your understanding. Academic staff will also answer queries by email, or will be happy to arrange specific meetings outside of lecture time to discuss any issues relating to the course material.
You will be provided with a number of opportunities to reflect on your performance during the degree course. These include:
· Specific comments on assessed work identifying areas of strength or areas that require improvement returned with your assignments.
· Generic comments (e.g. common errors or significant points to consider) on assessed work given to all students on a module.
· Regular meetings with your Personal Tutor to discuss your coursework and exam performances.
· Annual appraisals of your performance through our 'Annual Progress Review and Feedback' process where your performance, attendance and engagement with the course are rated.
· Diagnostic tests to assess your level of competency in specific key transferable skills, allowing you to identify areas that need support or development.
· Formative and summative assignments and examinations which will allow you to gauge your progress and level of understanding.
You will also be provided with a number of opportunities to develop study and employability skills during your course. These include:
· Lecture and workshop sessions on study skills, information literacy, digital literacy and exam technique.
· Workshop and practical sessions to support the transition from school to university study.
· Diagnostic tests on key transferrable skills for graduate employment or further study.
· Academic tutorials during Year 1 designed to address key aspects of science and scientific analysis.
Cardiff University operates a 'virtual learning environment' (VLE) termed "Learning Central". The VLE is a dedicated online resource that is designed to hold electronic materials that will support your learning in a module. These may include copies of lecture slides, lecture handouts; hyperlinks to research papers or learning resources; modelling packages or visual representations of molecules or processes; hyperlinks to items of interest in the media. The VLE may also have assignments linked to it, as well as self-test quizzes and class-wide feedback on previous assessments. Learning Central is kept up-to-date and updated frequently, and is the main medium by which announcements about module events are made. You will also be provided with a University email which you will need to check regularly for notifications or updates.
Cardiff University has an extensive library and information-support network, including staff who are national leaders in 'Information Literacy'. The library staff can advise on book and literature searching, as well as the proper use of primary sources and how they should be referenced in your work. The library collection of text books and research journals is extensive, and the majority of research journals subscribed to by the School of Biosciences can be accessed online from anywhere off-campus.
Distinctive features
Knowledge and Understanding of:
· Key underlying principles of chemistry, mathematics and biology which underpin the Biosciences.
· The physiology of the human body at the molecular, cellular and systems level.
· The related disciplines of biochemistry, molecular biology and pharmacology, as relevant to understanding and investigating human physiology.
· How the different systems of the body interact to maintain homeostasis, respond to environmental challenges, and sustain periods of physical activity.
· How knowledge has advanced in selected areas of physiology by evaluating experimental evidence from the scientific literature.
Intellectual Skills. Ability to:
· Plan, execute and present an independent piece of work, in which qualities such as time management, problem solving, numerical skills and independence are evident.
· Apply their subject knowledge and understanding to address unfamiliar problems.
· Sustain a critical argument both in writing and through presentation/discussion.
· Apply the scientific method to formulate and test appropriate hypotheses.
· Integrate material from a range of different sources and identify material which is of relevance to a particular problem.
· Analyse, synthesise and summarise information critically.
· Recognise moral and ethical issues arising from scientific research, and the importance of ethical standards and professional codes of conduct.
Discipline Specific Skills. Ability to:
· Describe the key principles of biochemistry, cell biology, genetics, evolution, anatomy, physiology and biodiversity.
· Analyse numerical data effectively, and apply the appropriate use of statistics.
· Apply a knowledge of the structure of matter to chemical problems.
· Conduct safely and competently experiments on isolated tissue preparations or human volunteers.
· Record, analyse, present and interpret data from such experiments.
· Understand, analyse and interpret data from original papers.
· Apply molecular techniques to the understanding and investigation of biological phenomena.
· Plan and carry out experimental investigations of biological questions.
· Recognise the importance of safe working practices, and the need to undertake risk assessments when working in the laboratory or field.
· Identify ethical issues, and be sensitive to the impact of investigations on the environment, organisms or subjects that may be involved.
· Organise, plan and conduct scientific studies in an efficient manner.
· Collect and record data accurately using a range of practical techniques.
· Appreciate sources of variation in biological data and use appropriate statistical techniques to analyse such data.
· Analyse, synthesise and present findings from practical work and the published scientific literature.
. Recognise that scientific knowledge may be questioned and is provisional, particularly in the light of continuing scientific advances
How will I be taught?
The distinctive features of the Programme include:
· The opportunity to develop as a learner within a working scientific community.
· Broad coverage of wide-ranging subject material.
· Opportunity to specialise in research-led fields.
· Good range of skills for the non-specialist.
· A specific programme designed to develop core employability skills and competencies for working in the field of science.
· An emphasis on progression towards independent learning in preparation for life-long learning and continuing professional development.
· A design for the Final Year that is research-led, based around research activities of staff involved in delivery of the Programme.
· The opportunity for students to learn, and be taught in a programme that has been judged as "excellent" by independent Government assessment (Teaching Quality Audit).
· The opportunity for students to learn in a research-led teaching institution serviced by staff rated for research of international quality by independent Government assessment (2014 Research Excellence Framework).
· The opportunities to work in facilities commensurate with an internationally rated research ranking.
· Academic staff with a broad range of experience and expertise.
· A very active student society arranging numerous social, sporting and other events for its members.
· Staff-Student consultative committees (the "Staff-Student Panels").
· Annual induction and enrolment programmes for new and returning students. Transitional workshops to support the transition between school/college/6th form and University.
· The presence of a modern, well-equipped Learning and Teaching Resource Centre within the School (as well as full access for students to all other resource centres in the University).
· In addition to university-provided PC workstations throughout the campus, a number of which are 24 hr access, the provision of a dedicated Computer Room within the School.
· Recent major refurbishments of teaching labs and lecture theatres.
· Integrated management of teaching and the presence of an "Undergraduate Office" that deals effectively with student issues and concerns.
· A single "Learning and Teaching Committee" that decides on educational policy across the School, that plans educational changes and developments, and that audits teaching activity within the School.
· "Schemes Boards" within Biological Sciences, Biomolecular Sciences and in Biomedical Sciences (with student representation) that are concerned with effective day-to-day running of our science schemes.
· A harmonised "Personal Tutor Scheme" across the School that provides students with appropriate pastoral care and that can provide effective feedback on academic performance.
· A "Classroom Monitoring Scheme" that provides peer assessment of teaching quality for all teaching staff.
· A single Annual Programme Review and Evaluation to assess the quality of all courses.
· The development of a "Pedagogic Research Group" to advance, in a scholarly way, our teaching provision.
· In addition to "Module" questionnaires used by all students, the formulation of an "Exit" questionnaire to enable Final Year students to review the entire degree programme.
· Teaching workshops for staff and a staff development committee responsible for monitoring staff activity are in place.
· Criteria-based marking framework for each academic level applied to each piece of assessed or examined work in BIOSI science schemes.
Admissions tutors
Dr Alvin Kwan, Admissions Tutor
Key Information Sets (KIS) make it easy for prospective students to compare information about full or part time undergraduate courses, and are available on the Unistats website.
Get information and advice about making an application, find out when the key dates are and learn more about our admissions criteria.How to apply


text:
Ask Yourself if Small Claims Court is Your Best Option
Before filing a case in small claims court, it's important to decide whether going to court is the best way to solve your problem. Many counties help people resolve disputes informally through their local consumer affairs offices, or through local public or private dispute resolution or mediation programs.
If the answer to all of these questions is "yes" and you decide to file a small claims court case, please read the section called During a Court Case.


text:
Is there some way to randomly generate an arbitrary file path in Java?
What I've been thinking is that perhaps I could either pick one out of a pre-selected array, but that wouldn't be very random. Or I could start at C:\, pick a random number from 0 to the number of folders; if it's 0, I choose C:\, else I pick the folder corresponding to the random number. Rinse and repeat until it hits 0.
I don't feel like these are the best solutions, so any help would be appreciated.


text:
Deputies find 2 men dead while doing a welfare check in Mannford
Deputies found two men dead Wednesday while doing a welfare check in Mannford.
Oklahoma State Bureau of Investigation says a health care worker called the Pawnee County Sheriff's Department around noon Wednesday to have deputies check on two patients at the West Basin Road.
"(When) we arrived a deputy did go up and make entry into the house," said Pawnee County Sheriff Mike Waters. "We did find two deceased males in the house. We did immediately back out, called OSBI and their forensic team."
"We do know that a gun was involved. We do feel at this time that it is an isolated incident here in this residence and the citizens here in Pawnee County are safe at this point in time," he said,
The medical examiner will make positive identification on both bodies and determine causes of death.
Officials say the bodies were likely inside the home for a few days, making decomposition an issue.


text:
Alcohol is involved in almost one-third of all serious motor vehicle collisions.
The higher the level of alcohol in your body the greater the risk of crashing.
The higher the level of alcohol in your body the higher the fine and/or jail term.
This page contains:
The use of standard drinks as a measure can help people to monitor their alcohol consumption. It will also help them to exercise control over the amount they drink.
Different types of alcoholic drinks contain different amounts of pure alcohol. A standard drink is defined as one that contains 10 grams of pure alcohol.
These are all equal to approximately one standard drink:A middy of beer (285ml) = a nip (30ml) of spirits = a small glass (100ml) of wine = a small glass (60ml) of fortified wine such as sherry.
The concentration of alcohol in your body is the amount of alcohol in your bloodstream. In the ACT a driver's concentration of alcohol in their body can be measured by either or both:
For example an 0.05 concentration of alcohol in your blood means that you have 0.05 grams of alcohol in every 100ml of your blood.Your liver metabolises alcohol at around one standard drink per hour. Your blood alcohol level will drop unless more alcohol is consumed.A driver's concentration of alcohol is measured either by a breathalyser, or by analysing a sample of blood.
If you are driving the concentration of alcohol in your body must remain below a legally set level, known as the prescribed concentration.From 1 December 2010, the prescribed concentration for those driver's classed as 'special drivers', was reduced from 0.02 grams to zero.
You are a special driver if:
You are also a special driver if the person is the driver of:
Subsection (1) (a) does not apply to a person who is exempt from holding a driver licence under the Road Transport (Driver Licensing) Act 1999.You need to find out whether you are a special driver, as special drivers are subject to a zero concentration of alcohol in their body.For other drivers, the prescribed concentration of alcohol in a person's blood or breath is 0.05 grams. This means that these drivers must not drive or ride a motor vehicle if they have a concentration of alcohol in their blood or breath of 0.05 grams or more.
For more information on the changes to the legislation visit the Territory and Municipal Services website.
The more you drink, the higher your concentration of alcohol. But two people who drink the same amount might register quite different concentrations of alcohol. There are many factors that will affect this, including:
Body size:A smaller person will have a higher concentration of alcohol than a larger person because the alcohol is concentrated in a smaller body mass.
Empty stomach:Someone with an empty stomach will reach a higher concentration of alcohol sooner than someone who has just eaten a meal. Food in the stomach slows down the rate alcohol passes into the bloodstream.
Body fat:People with a lot of body fat tend to have higher concentration of alcohol because alcohol is not absorbed into fatty tissue, so alcohol is concentrated in a smaller body mass.
Women:Because of all these variable factors, counting the number of standard drinks you consume can only give a rough guide to your concentration of alcohol. For more detailed information about alcohol and how it effects you, please see the Australian Drug Foundation website.
To keep below an alcohol concentration of 0.05 grams, drivers are advised to limit their drinking to:
This guide is based on advice from the Australian Transport Safety Bureau. It is a conservative estimate designed to minimise the risk of exceeding the legal limit.
Because everyone is different, some people need to drink less to maintain a concentration of alcohol level below the legal limit. If there is any doubt don't drive. Call a taxi, catch a bus, get a lift with someone who has not been drinking, or stay overnight.
The ACT's drink driving laws reinforce that drink driving is a serious offence. It can result in a jail sentence. If the police charge you with a drink-driving offence you will be dealt with by the courts. Penalties for drink driving offences include disqualification from driving for a set period, fines and imprisonment. You should obtain legal advice before you attend court.
Random breath testing is carried out on streets and public places at any time of the day or night. Police officers have the right to stop any vehicle at any time and require the driver to supply a breath sample for screening.Any person driving a motor vehicle is required by law to have less than a specified amount of alcohol in their blood. If a driver has the specified prescribed concentration or exceeds the level which applies to them the driver has committed an offence.
It is an offence to fail or refuse to supply a sample of breath for screening, or fail or refuse to supply a sample of breath for analysis.
Driver trainers (including driving instructors, driver assessors and any person who is supervising a learner driver) can be required to undergo random breath testing. Driver trainers are subject to a zero blood or breath alcohol concentration. That means if any alcohol is present in your blood or alcohol you commit an offence.
Drivers who hold an international drivers licence from countries not recognised by Austroads are subject to a zero alcohol concentration. If you are the holder of a licence—that is equivalent to a learners, provisional, probationary or restricted—issued by a recognised country you will be subject to a zero alcohol concentration. If you are a holder of a licence issued by a recognised country, and that licence is equivalent to a full Australian licence, then you will be subject to an alcohol concentration of less than 0.05 grams of alcohol.You should check to determine what equivalent licence level you hold to determine your alcohol limit with the ACT Road Transport Authority.Visit the Austroads website for more information.
It is safest not to drink alcohol at all if you are going to drive. The more alcohol you have in your body, the greater is the risk of you having a collision.
For more information concerning drug driving visit Territory and Municipal Services or Austroads.
Triple Zero
Emergency, Police, Fire or Ambulance
1800 1234 00
National Security Hotline
Airport Security
1800 333 000
Crime Stoppers
131 444
For Police assistance, (excludes Victoria)
© Commonwealth of Australia 2015


text:
Vintage Starships>Main
Menu>Starfleet Review>Heavy
Cruisers>Ship Details
The Lancaster class, although not as attractive as the contemporary Asia
class was beloved by its crews as it had the reputation of being a ship that
got you home no matter what damage it suffered. The class served as the
basis for both the Siegfried class dreadnought and Belleau Wood class
assault ship.
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There are a lot of people complaining about a bubble with web 2.0. If only they sat back and thought about what a bubble really was.
When the "Internet bubble" happened in the late nineties it was a financial bubble not a consumer usage one. For better or worse though, the word bubble is inextricably linked to finance. At its heart, a bubble means that meant that capital was too easy to come by.
And with that, there is absolutely no way in hell that there is a financial bubble today for web 2.0. But first let's sample some of the 'data points' that are justifying the conclusions out there. They almost defeat the argument themselves:
- Kevin Burton says that we are in a bubble because it costs $2,800 to attend web 2.0 and that other conferences are cheaper. Thanks Kevin.
- Mike Rundle thinks there is a bubble because he can't see how Flock, the new social browser, will make money. As well as not being able to see a business model, Mike points out that they have raised $2 million. $2 million!!! Mike take a look at Google or Yahoo's financials. You will know how much each search is worth then. You will know that both are willing to give 80% of the revenue to a company that helps the consumer execute the search. Hell, you will know that a non-profit that points to a homepage with a Google search box can earn $30m/year in ads.
- Om Malik, who should know better, picks one company that he wouldn't fund and then extrapolates that the entire web 2.0 universe. The amount raised? $5m.
- Alarm Clock (jealously?) argues that since two small deals (involving weblogs) got more coverage than an acquisition involving Sourcefire, and that the Sourcefire acquisition was worth more than them combined, then we are in a bubble.
All suffer from the sample size of one (i.e. themselves) conundrum. "I wouldn't use this", "I don't think I would pay for that". The same trap led people to think that smartphones would become mainstream, that wireless hotspots would be a great business and so on. But as Steven Levitt would say, let's take a look at the data.
The PwC Moneytree survey tracks venture capital investment and has done so for some time. Enough time to have significant historical data. Go and look at this graph. More money was invested in Q2 2002 than it was in Q2 2005. There could be no more conclusive evidence.
But what about all these new companies with Google Maps, you ask? Simply it costs a lot less to start a company and pursue an idea than it once did. Go and read Joe Kraus', a founder of Excite and now Jotspot, post on exactly how the economics have changed. But for all the ideas and companies that are being generated versus the capital being expended there is an extreme amount of efficiency being produced. Great ideas have a greater chance of being created (and so do bad ones too). That's one of the great things about the Internet. In the end, more great things will be created than when hardware still cost hundreds of thousands of dollars and when open source software was immature.
If you think that the barrier to starting a company being lowered is a bad thing then there is not much anyone can do to help you.
Where there is a bubble, in my opinion, is in attention and communication. The blogosphere has amplified media attention such that there is a humongous supply of comment. There is not an oversupply as the world has changed. More people are blogging. More will. But that means that ideas are discussed at rapid pace and that they spread very very quickly. It also produces a frustration with the resultant information overload. But don't blame the bubble, blame the downside of publishing being more easily accessible.


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The Kardashians
Kim and Khloe Kardashian Sizzle in Red at Oscar Party — But Who's Hotter?
Kim Kardashian broke away from her neutral palette at Elton John's Oscar party with a vengeance, in a traffic-stopping, flaming red ball gown. However, she wasn't the only Kardashian who sizzled in scarlet — her sister Khloe donned a body-hugging red velvet dress and vampy lips. There's no denying both of these girls are on fire, but which sister's look is hotter?
Though both sisters went for deep, plunging necklines and the same part of the spectrum, otherwise their looks couldn't have been more different. Kim's Celia Kritharioti ball gown has a full skirt in a brighter hue, while Khloe went full-on vamp in a deeper velvet Marc Bouwer body-con dress that hugged her every curve. Both sisters wore their hair down and kept their jewelry simple, though Khloe's choice of a dark, gothic lip gave her an edgier look compared to Kim's matchy-matchy rouge pout.
This is definitely a squeaker for us, but in the end we have to say Khloe's look is our fave. Her side-swept waves have a little more glamour than Kim's 'do, and we've loving her overall silhouette.
However, one area Kim has Khloe beat hands down is in the jewelry department. Sure, she kept it simple, accessorizing her look with just her engagement ring. But here's the thing about a flawless, 15-carat diamond: It really does seem to go with everything!
Whose study in red do you prefer — Kim's or Khloe's?


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Local First Arizona wants to make it clear the group isn't endorsing anyone in the Phoenix mayoral election.
The non-profit organization that advocates on behalf of local businesses in Arizona is worried the public might get the wrong impression after mayoral candidate Wes Gullett sent tens of thousands of campaign mailers prominently featuring Local First Arizona founder and executive director Kimber Lanning's photo.
Next to the photo is a quote from Lanning: "Wes Gullett's Seven Points Jobs Plan has a significant commitment to Local First Arizona. By shopping local, supporting adaptive reuse and working with our banking partners to free up much-needed capital for small businesses, we can jump-start our economy and get Phoenix back on track." The mailer then mentions Local First Arizona, listing Lanning as the founder.
After seeing the mailer, Local First Arizona immediately sent out a news release, saying the group has made it clear it's not endorsing a single candidate. Lanning had provided testimonials as a private citizen and business owner to candidates whose job plans emphasized supporting small businesses. But she told candidates they could not mention Local First Arizona because it is a 501(c)(3) non-profit and is not allowed to influence elections.
Lanning said she didn't know she would appear in a direct-mail piece aimed at more than 30,000 households in Phoenix. She also said that Gullett had called and asked for a photo, but she was in Puerto Rico and didn't receive the call. Lanning said she then received a second message from Gullett that said the campaign found a photo.
"They made a decision to go with that photo without express permission," said Lanning, who added she thought any photo they used would have been a small part of a website instead of the dominant part of a direct-mail piece.
Gullett's campaign manager Tony Bradley said the mailer was careful to state that Lanning wasn't expressly endorsing Gullett. He said they had discussed a photo with Lanning, but if "she says there was not express permission, there was a misunderstanding on my part."
"I understand their concern, but what this does is talk about how Wes' jobs plan is significantly committed to Local First," Bradley said. "It's talking about the plan, not an endorsement."
Bradley said the photo was one the campaign found on the Internet.
Jim Mapstead, Local First Arizona board chairman, said the argument is "splitting hairs."
"Just because you don't use the word endorse, it doesn't mean voters are not going to perceive that Kimber and Local First are endorsing Wes Gullett," said Mapstead, who added he has received several calls from Local First members asking about the mailer.
It's not the first time this season a candidate has miscommunicated Lanning's position in the election. Last week, Claude Mattox's campaign said Lanning endorsed him in a Facebook post when she was merely expressing support for his business plan like she did with Gullett and candidate Greg Stanton. And Stanton sent out e-mail saying Lanning endorsed his business plan, Lanning said.
Lanning, however, said although Mattox and Stanton used the word "endorse" when they shouldn't have, both of them did respect her wishes to keep the Local First Arizona name off their materials. Local First does not endorse specific candidates, and Lanning also has not officially endorsed any. After Gullett's mailer, Lanning said she wanted to clear the confusion once and for all.
"There's no hard feelings," Lanning said of Gullett's mailer. "But we have to be very clear because we are a non-profit."
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Democratic and Republican leaders in both the House and the Senate had negotiated a permanent repeal of the broken Medicare Sustainable Growth Rate Formula (SGR). The current SGR has required Congress to step in with annual "doc fixes" to avoid physicians seeing draconian cuts in Medicare re-imbursement payments.
The deal would eliminate the SGR and replace it with a new formula that would drive physicians to meet quality metrics tied to their payments. The goal is to pay providers for treating a person's disease or illness instead of focusing on the quantity of the tests or treatments they prescribed.
While agreeing on the policy fix, the two sides could not, however, agree on how to pay for the permanent repeal - something that carries a $138 billion plan. Despite the failure to come to a bipartisan agreement, the House moved forward last Friday - before leaving for recess - with a vote on an SGR repeal that was paid for by a five-year delay of the Affordable Care Act's individual mandate.
While the bill passed the House, with 12 Democrats breaking ranks to vote for it, it is dead on arrival in the Democratic controlled Senate and President Obama has vowed to veto the bill if it arrived on his desk in its current form.
Congress intends to pass another short-term "doc fix" instead of the long-term solution physicians have been seeking for years. Lawmakers must act by March 31 to avert an automatic cut to Medicare physicians' pay.


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The following is an industry press release...
Following a six-week break in action, the 2014 Mtn. Dew ATV Motocross National Championship,
sanctioned by AMA (ATVMX), hosted its third round of the season on
Saturday with a return to legendary High Point Raceway for the Maxxis
ATV Stampede. With the hometown crowd cheering him on, Pennsylvania
native Joel Hetrick relied on his win in the second moto to earn his
first overall victory via tiebreaker over defending two-time series
champion Chad Wienen.
Always known for its raucous fans, High
Point hosted a great crowd on Saturday afternoon as the field entered
the day looking to end Wienen's hot streak, with the Wienen
Motorsports/SSi Decals/Walsh Yamaha rider capturing the win at the
opening two rounds and establishing a six-point lead in the AMA Pro ATV
Class championship standings. Hetrick made the first statement of the
day by becoming the first rider other than Wienen to secure the
ATVRiders.com Top Qualifier Award aboard his JB Racing/DWT/Mtn. Dew Live
Wire Can-Am, giving him the momentum heading into the first moto.
As the gate dropped on Moto 1, Wienen
raced to his first SSi Decals Holeshot of the season with
Motosport.com/RRR/Ford/DWT/Walsh/Fox Honda's John Natalie, BCS
Performance Can-Am's Josh Creamer, Hetrick, and RootRiver
Motorsports/Motowoz Suspension/ITP/JB Racing Honda's Sean Taylor
rounding out the top five. In the ensuing laps, Wienen and Natalie
established a hotly contested battle for the lead while Creamer and
Hetrick went wheel-to-wheel for third.
As the moto reached the three-lap mark,
Wienen slowly began to establish a gap on Natalie for second as Hetrick
made his move on Creamer for third and set his sights on his fellow
Pennsylvania native for the runner-up spot. It wasn't long before
Hetrick was smothering Natalie for the position, bringing the High Point
crowd to its feet as their native riders engaged in a thrilling battle.
Eventually Natalie gave way to Hetrick's
pressure on Lap 5, but by the time the Can-Am rider secured second
place Wienen had already taken advantage of the battle to open a
comfortable margin out front and maintained it to the finish. The
defending champion's quest for a 3-0 start to the season began with a
win in the opening moto, while Hetrick followed in second with more to
give. Natalie rounded out the podium in third with Creamer and Baldwin
Motorsports/PEP/Upperman Racing Honda's Josh Upperman completing the top
A familiar face asserted
himself out front to start the second and final moto of the afternoon,
as Natalie captured his fourth SSi Decals Holeshot of the season. Wienen
followed closely in second with Hetrick moving into third, setting the
stage for what would be a memorable battle for the win between this
trio. As Natalie looked to run away up front, Hetrick was on a mission
and made an early pass on Wienen for second on Lap 2, to the delight of
the fans. The very next lap, Hetrick continued his surge to the front to
pass Natalie for the lead and instantly began to pull away. Behind him
Natalie and Wienen gave it their all in a fight for second with both
riders using every inch of the High Point track to find an edge.
As Hetrick went on to complete his best
outing of the 2014 season thus far, the pair of past champions continued
their dogfight with critical championship points at stake. After a
lengthy battle that spanned six laps on the grueling High Point layout,
Wienen finally grabbed the upper hand on Lap 8 to secure second and
follow Hetrick across the line to establish a tie for the overall win.
Natalie brought home an impressive third-place finish while Creamer
followed in fourth and Wienen Motorsports/SSi Decals/Walsh Yamaha's
Thomas Brown made his presence felt in fifth.
Despite their identical moto scores,
Hetrick's dominant win in the final moto put the tiebreaker into his
favor (2-1) and resulted in his first win of the 2014 season. He
admitted following the race that an issue with his bike over the final
two laps caused his pace to drop off and allowed Wienen to close the
deficit, but he soldiered home to the finish.
"Setting the fastest time in qualifying
helped me get a good start in the first moto. I made some quick passes
and moved up to second," said Hetrick. "I got another good start in the
second moto and came out third, made some quick passes to get into
first, and then John (Natalie) held up Chad (Wienen) for a little bit
and I got a big lead. I had a bike issue the last two laps, but I pushed
through it to get the moto win and the overall. First of the year and
I'm pumped."
Wienen saw his winning streak come to an
end, but he lost no points in the championship battle in finishing
second (1-2). Natalie's consistent 3-3 finishes landed him third
overall, making he and Wienen the only two riders to finish on the
overall podium at each round this season. Creamer finished fourth thanks
to 4-4 moto results while Brown completed the top five (6-5).
Wienen's persistence against Natalie in
the final moto allowed him to gain seven points in the AMA Pro ATV
standings, extending his advantage to 13 points over Natalie. Hetrick
maintained his hold on third but is now just five points behind Natalie
for second and 18 behind Wienen for first. Creamer moved up three
positions into fourth (-46) with Brown gaining one spot for fifth (-50).
The Mtn. Dew ATV Motocross National
Championship will observe the Memorial Day holiday next weekend before
returning to action for the fourth round of the 2014 season on May 31 –
June 1. Sunset Ridge MX in Walnut, Illinois, will be the host site of
the AMSOIL ATV Showdown.
AMA Pro ATV Overall Results (Moto Finishes)
AMA Pro ATV Championship Standings


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after we restarted our Zimbra server, we got the following error:
First we tried the post zimbra LDAP crash when start. Using this we get Zimbra up and running, however our Zimbra information was outdated (from 5 months ago).Code:Failed to start slapd. Attempting debug start to determine error. hdb_db_open: database "": db_open(/opt/zimbra/data/ldap/hdb/db/id2entry.bdb) failed: Invalid argument (22). backend_startup_one (type=hdb, suffix=""): bi_db_open failed! (22) bdb_db_close: database "": alock_close failed
Then we tried [SOLVED] slapd fail - (restore backup) and the post at the end of the same thread, but we are getting the same error.
We looked at other threads like
[SOLVED] LDAP / slapd - Database environment corrupt (Issue & Solution)
[SOLVED] LDAP Problem - Zimbra won't start
but the issue remains.
Is there an option to fix i2entry.bdb without having to use a backup?
Or could we use something at /opt/zimbra/bdb-22.214.171.124/bin/ to get things solved?
Could we upgrade to the latest Zimbra version to try to solve the issue or should we first solve it before doing any upgrade?
Thanks for any advice,
p.s. We're using Zimbra 6.0.4


text: The Congressional Budget Office, along with staff of the Joint Committee on Taxation (JCT), has analyzed the budgetary impacts of the proposal in the President's budget for fiscal year 2012 to increase Internal Revenue Service (IRS) appropriations by $13 billion over the next decade to fund initiatives to enhance tax compliance. The Administration estimated that the proposal would increase revenues by $56 billion over the 2012-2021 period. Using information from the President's budget and additional information provided by the IRS, CBO and JCT estimate that the proposed increase in IRS appropriations would increase revenues above CBO's baseline projection by about $42 billion over the 2012-2021 period. For Congressional scorekeeping purposes, those additional revenues would not be counted as an offset to such spending pursuant to Congressional scorekeeping guidelines. This document provides details about the proposal, the estimated effects on revenues, and the Congressional scorekeeping rules regarding the estimated increases in revenues.


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Last weekend took an interesting turn for us. We took a road trip to my parents' house, arriving late on Friday night. At 8am on Saturday morning Carter burst into our bedroom and hurled himself on the bed for some good morning kisses. He rolled up and down the bed…crawling, slithering, inching over various legs and arms and trying to escape the Daddy Tickle. He was too excited for his own good, so to show his affection, naturally, he gave me a head-butt to the eye.
It was one of those things where you hear the impact in your head and just know it can't be good.
"Carter, you have to calm down and be careful. You hit mommy in the eye!" Jeff said as I burst into tears.
"It doesn't hurt mommy…ita be okay, right?"
Yes it hurts like hell Carter, I thought. But didn't say anything and ran upstairs for some ice.
As shiners go, I've seen much worse. But it nixed the family Christmas picture we had planned (Dear Friends, this year Jeff finally beat me into submission…) and garnered many sympathetic glances as we shopped around town.
As for Carter, he has a new nickname…


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I've been terribly remiss in my blogging this summer. I blog a lot in my head as I'm gardening, but that doesn't always translate to publishing my thoughts. And so, these next couple of weeks I'll be catching up on what I've wanted to say about my garden. Let's start with the interesting population of bugs. See exhibits A, B and C below.
Gardening Blog
{ Posts Tagged 'garden spider' }
My blog drought is over and garden beasties
- by Tara Nolan
- Sep 1, 2010
- Comments


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We'll be posting site updates as they occur, but more interestingly we'll also be putting up, on a daily basis, our favorite user-contributed Ridiculously Simplified Synopsis from our new book detail pages. If you're not familiar with the Ridiculously Simplified Synopsis, it's a way for the community to create an extremely concise summary of a book. Here's a few of the best we've seen submitted so far:
- Santa Claus gives deadly weapons to children so they can assassinate a witch. (The Lion, the Witch and the Wardrobe, by C.S. Lewis)
- Sort of like the Hope/Crosby road movies, only with baby-eating cannibals. (The Road, by Cormac McCarthy)
- Vampire falls in love with his dinner. (Twilight, by Stephenie Meyer)- Anthropomorphic feline wages psychological warfare against a sentient goldfish, all related in anapestic tetrameter. (The Cat in the Hat, by Dr. Seuss).
Feel free to submit a synopsis for your favorite book and see if it makes it into the top twitter list! (And, just so you know, we tend to look favorably upon synopses that amuse us, so get creative!)
As long as you've signed up for twitter, you might also want to follow a few of your favorite authors. Here's a short list of some of the more popular writers on twitter (many who twitter several times a day about what they're thinking or what they're working on):
John Cleese, Paulo Coelho, Stephen Fry, Warren Ellis, Chris Anderson, Neil Gaiman, Meg Cabot, Derren Brown, Joe Hill, Andy Ihnatko, Elizabeth Bear, Chuck PalahniukLonger lists can be found here and here.
Sign up and send us a 'hello' when you get there. And please 're-tweet' any of the Synopses that you particularly enjoy. We'll see you on Twitter!


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Trinity: Soul Of Zill Oll Gameplay Finally Revealed
By William Usher 7 years ago comments
Its not a game thats frequently scouring the likes of the gaming press circuits or online news outlets, but its an ambitious new title, nonetheless. This action-RPG by Omega Force the same minds behind the repetitive but ever-so-popular Dynasty Warriors series is bringing the game to life and Electronic Theatre has some exclusive new details on the game.
Tecmo Europe and Koei hasnt said much about this game but based on the screens and description of the gameplay it sounds rather intriguing. According to Electronic Theatre
Trinity: Souls of Zill Oll sees the three adventurers Aleus, Daguza and Zelena - brought together by fate. Each must work together to explore Biascions fields, dungeons and towns, survive encounters with mythological beasts, as they venture to destroy the evil King Balor. The combat system is real-time, and allows the player to switch between each of the three characters at will. The environment is suggested to be completely interactive throughout, with new paths discovered by destroying objects and freezing water, or even used to defeat enemies.
Despite the cool concepts, one thing is definitely holding this game back from breaching the hype thresholds: its name. Trinity: Soul of Zill doesnt sound bad but the whole Oll just kind of throws the whole thing into left field. Nevertheless, the game looks promising and its scheduled for release in 2010.
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Joe Conason lies about PPP WI recall poll.
This is very entertaining, because it takes real skill to muck up reporting this PPP poll about Scott Walker's chances in a hypothetical recall election; fortunately, Joe Conason is up to the challenge. Let's look at what Conason wrote (bolding mine): Asked whether they would support or oppose [Scott Walker's] removal from office in a recall election, 50 percent said yes and only 47 percent | Read More »


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Save 15% on any order placed by September 2nd – use code CF8115
Introducing the Fall Flower Collection by Calyx Flowers. Stunning bouquets, blooming plants and brand new preserved wreaths and centerpieces are ready to send for special occasions or to decorate your home this Fall season. As a special offer to the readers of The Flower Lover's Blog, enjoy 15% off any purchase when you order online at http://www.calyxflowers.com/ or when you call 1.800.800.7788. Now through September 2, 2010.
Check out our Debut Designs gallery and choose from a variety of beautiful orchid bouquets, happy sunflower wreaths and stunning roses. We're so excited for the new Fall season and we hope you will be too. Have a wonderful week!
Tags: debut designs, earthen elegance bouquet, Exclusive discount; Calyx Flowers Fall Collection 2010, exotic orchid bouquets, robin mokaras, roses, sakura up dendrobiums, simon pearce barre vase, sunflower tabletop arrangements, sunflower wreaths


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Raymond's Story
My mother Lela was born 06-02-1947 and died 12-30-2006 from a massive heart attack (Rupture of Myocardium). She had Heart Disease for a number of years: In December 1988 she had a Pacemaker Implanted. I was not aware at all that her condition was getting worse till i got the call in December 2006. Last time i saw her was a week before she died: she said she was trying to get rid of a Urinary Tract Infection: she said she had some pain in her abdomen area. Now that i think back on it that was more then likely her warning sign of a pending heart disaster. Women of all ages need to get to the ER IMMEDIATELY if they have pains anywhere in the chest/abdomen area. DO NOT IGNORE IT LADIES: GET IT CHECKED OUT. Heart Disease is not something to play around with. My mom died at age 59 from the event.