text:
Dynamics NAV Extensions are a way for Microsoft Dynamics NAV developers and ISVs to extend the functionality of NAV without modifying Microsoft's original source code.
In this blog post I will provide detailed information on how to move Dynamics NAV reports to NAV Extensions V2, also I will explain how to modify converted reports and review other related issues.
Converting Dynamics NAV reports to NAV Extensions V2 is not as difficult as you may have thought. The process is almost the same as with the other Dynamics NAV objects, only a minor change is needed while converting and assigning the layout.
The procedure of converting NAV reports to Extensions goes as follows:
- Export NAV report(s) to a new syntax;
- Convert it to AL code using txt2al tool;
- Move it to Visual studio code environment;
- Refactor the code and publish as the extension.
Further, I will share four steps on how to move Dynamics NAV report to Extensions.
1) Create simple Dynamics NAV report
First, let's create a simple custom Dynamics NAV report. I have created a report with ID 50100 which prints out customers.
Dataset part of the report looks like this:
And the layout is as simple as that:
The following output is given by this report:
2) Export Dynamics NAV report
When you're finished with your custom report, don't forget to EXPORT it, in case you will need it again in the future. Once you are done, create two folders in your desired location which you will be using to store exported objects.
Then start a command prompt as administrator and navigate to RTC client. You can do it with this command:
Then run the export command:
finsql.exe Command=ExportToNewSyntax, File="C:\Users\Tester\Desktop\Extensions\CAL\export.txt", Database="Demo Database NAV (11-0)", ServerName=.\NAVDEMO, Filter=Type=report;ID=50100
Where "Database=" is your database name, "ServerName=" is your server name and "File=" is the path of the object to export to. If you don't want to export all objects, you can use filter. For more information about this command visit: https://docs.microsoft.com/en-us/dynamics-nav/exporttonewsyntax
When exporting is finished you will have the exported file created.
3) Convert Dynamics NAV report to AL code
Now it's time to convert your report to AL code. Run the txt2al converter command to convert your report:
txt2al –source="C:\Users\Tester\Desktop\Extensions\CAL" –target="C:\Users\Tester\Desktop\Extensions\AL" –rename
Where source is the location of your exported file, and target is the new location where converted report will be stored. "Rename" property renames output files to prevent clashes with the source txt file.
You can also add a Log file for this process, which will help you track down the errors and troubleshoot. Add this piece of code to your command:
Once the report is converted successfully, you should see something similar to this:
New files should appear in your target folder.
4) Move converter report files to Visual Studio Code
Now move your converted files to Visual Studio Code directory. In VSCODE open the report and specify RDLC Layout property value to the path of your RDLC layout as follows:
Save and delete the report from development environment. Now build and publish the extension and you should be good to go.
To test the report you may create a new codeunit and write a simple code:
Keep in mind, that you cannot create new variables with a subtype of extended objects. And if you will try to create a new custom object with the same ID as an the Extension, the system will crash.
Modifying extended Dynamics NAV reports
If you want to modify Dynamics NAV report as Extension, you can do it in VS code environment and then republish the modified version. For RDLC layout, you have to open and modify the mentioned file with report designer application.
If you are not familiar with AL syntax, I recommend you to get familiar, as it may save you a whole bunch of time in the future. However, if you don't want or you're too lazy to do that, alternative and more difficult way, is uninstalling the Extension, then importing the original report to a custom database and modifying it in there. Then follow the steps described before, export and publish the report again.
Creating the Dynamics NAV report with AL
Creating reports from scratch in VS code may get a little bit annoying. Mainly because Microsoft does not provide a direct way of dealing with the layout. Logical part of the report is created in VSCODE and for the layout, you have to export the custom layout from Dynamics NAV and import it in Visual Studio Code and then modify it in the report designer. First let's create the logical part.
Open visual studio code and create new object of .al type. Type in "treport" and press enter, this will create a template for your report. I will be creating a report to print out the customers.
Once you're finished, publish this Extension. If you will run this report, you would see a blank page because no layout is provided. Since Visual Studio Code doesn't create a default layout for the reports, you will have to export it from Dynamics NAV environment. Open Report Layout Selection page, and find your report.
Then click Custom Layouts.
Then select New, Check "Insert RDLC layout" and press OK. Export this layout and save it in your Visual Studio Code project folder.
Open this layout with report designer and edit it as you want.
Now, in Visual Studio code, open your report object and assign property "RDLCLayout" to the path of your rdlc layout for example:
Now build and publish your extension. If you run the report you can see that the layout was created, and the output is the same as before.
Issues regarding customized standard reports
Last thing to notice about Dynamics NAV reports and Extensions, is that Visual Studio doesn't provide a way to extend reports. You may build a new custom report with AL, but you may not extend one.
What you could do, is transfer your modifications to events. However, Microsoft provides publisher events in a few of the reports, so you have to create your own events and this means that you will have to modify the code.
Standard reports and their events:
To find all integration and business events of your database, you can run a script described by Waldo in here: http://www.waldo.be/2015/11/
Hope this blog post was useful and now it will be much easier for you to move Dynamics NAV reports to Extensions. If You have any questions about migrating NAV objects to Extensions, you can always contact Simplanova team by submitting the Form below.


text:
Fugro N.V., also on behalf of CGG, announces the closure of the previously announced Seabed Geosolutions joint venture on 16 February 2013.
The closure completes the process of incorporation of the ocean bottom node businesses from Fugro and CGG, and the CGG transition zone, ocean bottom cable and permanent reservoir monitoring activities in a joint venture. In addition to the contribution of relevant activities from both parents, Fugro has paid EURO 225 million to CGG with respect to the Seabed Geosolutions joint venture in which Fugro takes a 60% stake.
The joint venture will trade under the name Seabed Geosolutions and will be operational with immediate effect.

subset: commoncrawl


text:
One of favorite things to do in my classroom with my kids is data tracking. I know how nerdy that sounds, but I truly believe that connecting students with their own learning data is a game changer for investing students in your classroom vision and goals. Putting accountability on the students, instead of them thinking school is just something they "get" helps keeps students focused, as well as helps them feel successful. I wanted to share how I facilitate data tracking in my 8th grade language arts classroom because I feel like the majority of examples found on Pinterest and elsewhere are for elementary classrooms.
Figuring out how to "do data", has been a learning process for me. I've always kept up with learning data for students myself, but it took me a while to figure out a system that worked for me, was manageable with 120 students, and was also meaningful for kids that they could also participate in.
1. Classroom Data Wall
I searched and searched Pinterest for middle school data wall examples that I thought would be useful, interactive, and meaningful enough to take up precious wall space for and I found this example on Pinterest for inspiration. I adapted that to become what is pictured below.
I use post-it page markers (purple/blue=1st period, yellow=2nd period, Pink=3rd period, Orange=4th period) that the kids or I place in the correct box to show where they are (1=novice, 2=apprentice, 3=proficient, 4=distinguished) at any given time for each standard (bottom grid) and for their SRI scores (top grid).. This is great to visually show students where everyone is, as well as to help them set goals.
2. Posting Standards Posters
I post the Reading: Informational and Reading: Literature standards on different colored paper because again, I want students to really understand the skills they are being asked to master. I want my classroom to be able to move beyond the "I got 8 out of 10 so I'm proficient" talk. This is definitely a huge work in progress, but having the standards posted, visible, and where students can access them has been a HUGE help!
3. Student Tracking Books
I'm working on a tracking book for middle/high school students that can be adapted for different subjects–I will share as soon as it is finished!Again, I really like data tracking with my students. I think it is important for them to buy into their progress, and really understand why they are doing what they are doing in class each day.
I'm always checking blogs and Pinterest posts to see how others are tracking data to see if this process can be refined or if there is something that could work better, so of course, I'd love to hear from you in the comments section! How do you track data in your classroom? Any new ideas to share? Let me hear them!


text:
Dear HG,Loved your energy drink reviews few weeks ago. But I'm confused. What the heck is "taurine"? It's listed as an ingredient in all the energy drinks?-Wondering 'Bout Taurine
Dear Hungry Girl,I like to work out as soon as I wake up in the morning, but I don't know if it's better to eat breakfast before I go to the gym or wait until I get home to eat. Do you burn more fat/calories if you work out on an empty stomach?-Wondering in Washington


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Jake John
This is the standing of Jake John in our community - the further right, the more of a Wikinut they are!
Recent pages by Jake John
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Wigan Warriors have today named their 18 man squad for Sunday's engage Super League trip to Wakefield.
Harry Gration introduces highlights from one of the biggest games of the season: Leeds v Bradford.
England will go smoke free from this Sunday as the new smoking ban comes into force. As such, please note that in all areas of the Belle Vue ground,...
Wigan Warriors return to engage Super League action this Sunday as they face the Wakefield Trinity Wildcats at Belle Vue, 3.30pm kick off.
Tickets to the Carnegie Challenge Cup Semi Final, which are currently on sale to season ticket holders and members, will go on general sale on Monday at...
Wigan Warriors Head Coach Brian Noble has today named his 20 man squad for Sunday's engage Super League away game at Wakefield Trinity Wildcats.
Wigan Warriors Head Coach Brian Noble was full of praise for Michael Withers at the club's press conference on Thursday
Wigan today revealed a massive blow for both the player and the Club when Michael Withers was forced to retire with immediate effect on medical grounds.
Wigan Warriors are asking fans to tell them why they are proud to support the club for an upcoming advertising campaign, with the best 10 winning a full set...
Seven Warriors have been selected in the squad to face France next month.


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Djokovic is an even-money favorite to win this year's US Open even though he won't be at 100% in this tournament as he is nursing a wrist injury, but he plans to play through it in search of his third career US Open title.
The wrist injury may have contributed to Djokovic's first-round exit in the Olympics as the favorite to win gold fell in straight sets to Juan Martin del Potro. Djokovic also had a disappointing finish in the third round at Wimbledon this season, but he recently attributed that performance to personal issues that have since been resolved.
The beneficiary of both of those Djokovic slip-ups was Andy Murray, who is going off at +180 to win the US Open on the tennis betting lines. Murray picked up the third major title of his career at Wimbledon this season, and followed that up with a gold medal performance in Rio this month.
Murray has clearly emerged as the No. 2 tennis player in the world today, and he figures to be Djokovic's biggest threat in a title defense.
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text:
Things I should have mentioned
I still have no idea how Antonio Gates was limited to six catches for 61 yards? I heard Artrell Hawkins say "We accounted for him at all times," but that explanation is hardly revealing any tactics or strategy. Who's the unsung hero here?
And in what is probably a related note, you can't help but be completely impressed with Hawkins and James Sanders, who came into this season as the No. 3 and No. 4 safeties on the depth chart. If I'm Eugene Wilson, I'm nervous about my status on this team at the moment.
So let's get this straight: LaDainian Tomlinson is pissed off and offended because the Patriots acted like . . . the Chargers? That moron Merriman's ridiculous dance: acceptable form of celebration. Mocking it after he talked smack all week and didn't back it up: unacceptable form of celebration. Hmmm, interesting way of looking at it. I'm sorry to say this because he's just about the best running back I've ever seen, but in Sunday's postgame, L.T. put the "ass" in "class."
Matt Light earned every last dollar of his contract in this one. Given his troubles against a certain All-World end from Miami this season, it's easy to pigeonhole him as a plodding, mid-level tackle who has trouble with speedrushers. But the reality is he's had his moments against Jason Taylor and Dwight Freeney through the years, and he handled Merriman solo more often than not Sunday. Hey, you don't win three Super Bowls with a stiff at left tackle.
How do you know when a team is truly well-coached? Well, one telling sign is when the 53d man on the roster has the good sense to avoid trying to dive on a botched punt and instead has the presence of mind to annihilate the return man, thus allowing the oncoming swarm to have a clean shot at the loose ball. That's exactly what punt-team gunners are taught to do, and apparently Antwain Spann is a pretty decent student.
I was under the impression the Chargers were the best team the Pats have played during this six-year run, but Belichick said today during his WEEI appearance that the '01 Rams were far and away the most talented opponent. I guess you kind of forget that Marshall Faulk was more or less the Tomlinson of his time.
Man, I had the same feeling after yesterday's win that I had after the first Super Bowl: total elation. It's okay to still be savoring this, right? So before we move on to the Colts, one final question: Where does this victory rank in your mind? Is it bigger than any of the postseason wins over Pittsburgh or Indy? Is it - dare I suggest? - more enjoyable than any of the Super Bowl wins? Let me know your take. As you can tell, I'm still trying to put the game into perspective.
Labels: Antwain Spann, Artrell Hawkins, LaDainian Tomlinson, Matt Light


text: On Sat, May 25, 2002 at 01:40:34PM -0700, Jason R Thorpe wrote: > On Sat, May 25, 2002 at 08:59:20PM +0100, David Laight wrote: > > > I found some problems with the 'solaris' semantics of saving the spl > > level within the mutex, the 'SVR4' semantics where the spl level > > is returned to the user are more flexible. > > Some say "flexible", others say "error-prone". Writing device drivers for SMP kernels is error-prone :-) Anyone who suggests they can 'path test' such a beast needs their head examined! The only way you can fix lock related bugs is to read the code until you find one, and hope it fixes the problem you've got :-( > > > pl1 = read_lock( table_lock ) > > entry = search_table( key ); > > pl2 = lock( entry->lock ); > > unlock( table_lock, pl2 ); actually you need curpl() here, not pl2. > > ..... > > unlock( entry->lock, pl1 ); > > You can already do this with Solaris-style mutexes if they are adaptive > mutexes. I don't remember those being mentioned when we were writing solaris drivers - for 2.5.1, OTOH we were doing without a solaris source license - someone I knew at sun (later) wondered how we actually managed it! > Interrupt-blocking mutexes are meant to not be used that often > in the Solaris kernel (and I happen to agree with their approach). I guess this is because they try not to run any code in the actual interrupt routine. Almost everything requires a switch to one of the kernel threads (leading to code that suspends one of the timer threads until the other one wakes it up - really bad news if two bits of code try that trick!). The bummer with solaris locks/mutex was that you couldn't create one that would disable interrupts unless you were a hardware driver and had already attached the interrupt (otherwise you didn't have the right cookie) - rather problematical... Especially for code that might just be called from an interrupt routine. Oh, will a netbsd splnet() ever enable interupts? (eg if called after splhi()) David -- David Laight: firstname.lastname@example.com


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Top-to-Bottom Cleaning Package
This package covers everything from the ceiling fans down to the baseboards including changing sheets and making beds.
Our Top-to-Bottom Cleaning Package includes everything you'd come to expect from a professional cleaning company. Our cleaning professionals are insured and bonded, including workers compensation insurance.
All employees are subject to reference and criminal background checks before joining our cleaning teams. Not all household surfaces are cleanable but we will do our best to get all areas within reach. Not all artifacts, sculptures, pictures, paintings, etc will be cleanable.
Some cleaning jobs require additional time and additional charges, but we will never perform such services without your knowledge and consent. If additional time is required you will be informed of the additional cost.
* We do not climb higher than a 2-step ladder. Higher items will only be dusted w/ an extension duster we cannot move furniture, but we will try to reach an visible places either by hand or with an extension duster. Most homes have at least one chandelier or vaulted ceiling fan that we cannot reach by hand.
* We cannot guarantee the results of mini-blind cleaning. Excessive build up may require. We do not clean up pet feces.
- Counter tops and back splash cleaned
- Cabinet fronts washed or dusted
- Wipe down all items under appliances on counters
- Sinks disinfected and polished
- Floor vacuumed or washed
- Exterior of appliances (oven,
- Microwave, Fridge , Dishwasher, Stove top all wiped down and polished.
- Small appliances wiped
- Clean inside windows sills
- Blinds are dusted
- Wipe top/front/sides of the fridge
- Baseboards dusted or wiped
- Cobwebs removed
- Light Fixtures cleaned
- Faucets polished
- Fingerprints removed from all woodwork
- door frames and switch plates
- Trash emptied & can wiped clean
- Wash walls if necessary
- Load and run dishwasher or hand wash dishes (No dish piles)
- Beds made
- Linens changed (if left out)
- All areas dusted (on top, in front and underneath)
- Picture frames dusted
- Mirrors cleaned
- Clean Inside windows sills
- All woodwork, door frames and switch plates
- Vacuum under bed ( if accessible)
- Trash emptied & can wiped clean
- Ceiling fans cleaned
- Cobwebs removed
- Baseboards washed
- Lamp shades wiped down and lamp dusted
- Light fixtures cleaned
- Carpets vacuumed
Living – Dining Room
- All areas dusted – on top, in front and underneath
- Upholstered furniture vacuumed
- Cushions and pillows fluffed and straightened
- Hardwood or tile floors damp-mopped
- Carpeted floors vacuumed
- Light fixtures cleaned
- Ceiling fans cleaned
- Baseboards dusted and cobwebs removed
- Fingerprints wiped from all woodwork,
- door frames and switch plates
- Lamp shades wiped down or dusted
- Clean inside window sills
- Picture frames dusted
- Cobwebs removed
- Trash emptied & can wiped out
- Sink thoroughly cleaned, disinfected and rinsed
- Tub and/or shower thoroughly cleaned, disinfected
- Chrome fixtures cleaned and shined
- Toilets disinfected
- Light Fixtures cleaned
- Vanity top cleaned and towels
- Mirrors cleaned and window
- sills wiped down
- Trash emptied
- Cobwebs removed
- Baseboards washed
- Vacuum and/or wash floor
- Fingerprints removed from all
- woodwork, door frames and switch
- plates. Wash walls if necessary
Laundry Room
- Wipe inside and out of washer and dryer
- Wipe outside of cabinets, straighten any shelving
- Remove all cobwebs
- Organize laundry room
- Clean floor and machines, if accessible
- Remove trash & wipe can out
Add -on services
Additional cost for additional items
- Inside the oven
- Inside the fridge
- Window cleaning
- Sliding glass door
- Sweep out garage


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Published on June 28th, 2013 | by IlenaSanchez0
5 Best Blogging Tools That Every Blogger Should Definitely Try
Blogging is all about connecting with people and let everybody know what your ideas are. It's definitely an effective option. To make blogging even more effective there are some helpful tools for you to use.
The most Interesting and Effective 5 Blogging Tools
If you're wondering which blogging tools may turn out to be most effective for you, then you must go through the section below. Some effective tools have been described below. Just go through them and to get the idea:
1. Make the most of InboxQ:
To write a better blog you must get good topics. The InboxQ tool will help you to get nice topics for blogging. You may search for Twitter queries through this tool too. If you want to focus on any special topic, then you can do that along with creating campaigns with your desired keywords. This will make it easier to answer people's queries too. This is a tool which every blogger must definitely try.
2. Discuss through Disqus:
With the help of this amazing blogging tool you can create communities and discuss about your topics. Also you can vote the comments posted on articles. This voting will arrange the comment threads more conveniently. The tool even highlights the top commenters for every post. So, this actually makes it easier to track who's following your posts and what are the specific comments.
3. Get help of Content Idea Generator:
This tool is basically a form of Google Doc. It collects all the recent news and updates related to your blog and presents them in an organized manner. You can get everything in this tool like Google news, Twitter comments and even Facebook updates. All these updates will make it easier for you to blog more efficiently.
4. Don't Forget to Follow the HTML and CSS Codes Either:
HTML and CSS coding aren't traditional tools for blogging. Still you must make it a point to use them wisely. Learn the basic code issue to develop your blog. You must look for experienced guidance to deal with the codings easily. These codes are extremely important for lots of other tools to function properly for your blog.
5. Get Focus Booster:
This tool will help to work on increasing your writing productivity. Numerous bloggers use this tool to improve the quantity along with quality. So you must also use this too to make your blog rich with content.
As you can see, all of these blogging tools are equally helpful for every blogger. You get to discover more with these great tools quite easily. Apart from using these tools you must also make it a point to check out what other bloggers are following. You may even get some beneficial information to make your blogging efforts successful. So, get the tools mentioned above and start blogging like a pro.


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Stonewall Blue Jays no-hit Brewers, fall to Legionaires in extras
Just days after a no-hit rout of the Bonivital Brewers, the Stonewall Blue Jays' rally against the St. Boniface Legionaires fell short.
After the Blue Jays scored three in the bottom of the seventh inning to send the game to extras, the Legionaires replied with seven in the top of the eighth and held on for a 12-5 victory at Fines Field in Stonewall on June 16. Both teams combined for nine errors.
The loss brought Stonewall's record down to 5-4, three games back of the undefeated Legionaires (7-0).
St. Boniface opened the scoring with a run in the top of the second, but the Blue Jays took the lead with two in the bottom of the third. The Legionaires regained the advantage with two more runs in the fifth and another two in the seventh for a 5-2 lead.
Zach Campbell had four hits and was a home run away from the cycle, batting in three runs for St. Boniface. Game statistics for Stonewall were unavailable at press time.
Giants 4 Blue Jays 2
Two runs by the Elmwood Giants in the top of the seventh turned out to be the difference as they defeated the Blue Jays 4-2 at Fines Field on June 10.
Stonewall scored one in the bottom of the fourth, but Elmwood scored twice in the sixth inning. The Blue Jays later tied the game 2-2 in the bottom of the sixth.
Josiah Churchill hit a home run for the Giants and batted in three runs. Stonewall's Rory Tycoles, who resides in Lundar, led all players with three hits.
Swanson throws five-inning no-hitter
The Blue Jays' Eric Swanson no-hit the Brewers for five innings and the mercy rule was put into effect as Stonewall routed the Brewers 12-0 at Fines Field on June 12.
Stonewall opened the scoring with five in the bottom of the first, before scoring one in the second, three in the third and three more in the fifth inning. Since the Blue Jays were leading by more than 10 runs after five full innings, the game was called by the umpires.
Nik Aguiar was the sole base runner for Bonivital, reaching base on Swanson's only walk of the contest.
Stonewall's next game will be against the St. James A's at Fines Field on June 26 at 7:30 p.m.


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Earth Science Associates
Creation's Tiny Mystery
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Turning to Dutch's review, part (1) reveals how easy it is to arrive at erroneous conclusions when reading someone else's reports. It is true that U and Th halo radiocenters are generally known U- and Th-bearing minerals, but Dutch displays a lack of knowledge of radiohalos by erroneously assuming these minerals also form the centers of polonium halos. The data I have published, especially in my 1974 Science and Nature reports, show that polonium halo radiocenters in granites are quite distinct from the usual U- and Th-bearing minerals found at the centers of U and Th halos. Other unpublished results of mine are in agreement with these findings. Thus, when Dutch argues against polonium being in U- and Th-bearing minerals, he is arguing against a straw man of his own invention.
Part (2) in essence disputes the conclusion that polonium halos in granites are primordial on the basis that halos from other polonium isotopes should also be present if this were the case. Dutch has produced no scientific evidence to contradict the existence of primordial polonium halos in granite. Instead he has introduced a hypothetical phenomena into the discussion—namely, of what he thinks primordial polonium should consist—and then claims that my model must be wrong because it doesn't include his hypothetical component. This is, of course, exactly the same argument that Brown used in paragraph 4 of his review. As I showed in my lengthy response to Brown's paragraph 4, the fallacy in this whole idea is the assumption that the Big Bang version of primordial polonium is correct. Indeed, as I indicated in the conclusion of my response to Brown's paragraph 4, the isotopic composition of lead in polonium halos in granites provides unmistakable evidence that the Big Bang version of primordial polonium is fictitious.
As mentioned previously, I have provided abundant scientific evidence that some polonium halos in nature are secondary—referring to the polonium-210 halos found in uranium rich coalified wood specimens from the Colorado Plateau—and have shown in detail how these halos differ from the primordial polonium halos in granites. For some reason Dutch omits any mention of these differences from his review.
In part (3) Dutch attacks my creation model because it includes elements of uniformity and nonuniformity. It should be noted that his attack is based on philosophical rather than [p. 320] scientific grounds. I make no apologies for proposing a model that includes both uniformity and nonuniformity because this is what the scientific evidence dictates. What Dutch avoids saying is that my model can account for both primordial polonium halos in granites as well as secondary polonium halos in coalified wood, which is something the standard evolutionary model can never do. What is most interesting in this paragraph is the way Dutch first raises questions about the identification of polonium halos using the uniformitarian aspect of my model, but then admits my identification of polonium halos is correct after all! The last point in this paragraph concerns whether decay rates may have speeded up or slowed down. My response is that the evidence from the U/Pb ratios in coalified wood, as well as the results from both the Pb and helium retention in zircons taken from deep cores, provides strong evidence that the earth's age is very young. This implies an enhancement in the decay rate in the past.
The last paragraph of Dutch's review starts out as a philosophical defense of the uniformitarian principle, with the implication that evolutionists have the truth. With this mind-set Dutch then proceeds to relegate all my discoveries for creation to the category of "unresolved problems in science." He claims that scientists will only revise their beliefs after they are confronted with incontrovertible evidence to the contrary. But somehow he fails to see that evolutionists have been confronted with just that kind of evidence for a long time—the falsification test was proposed almost eight years ago. Clearly, when the issue between creation and evolution was reduced to the outcome of an experimental test, evolutionists signally failed—and are continuing to fail—to meet the challenge of creation.
Dutch's comments about variable decay rates reveal again, unfortunately, that he continues to utilize the straw man approach—this time erecting two of them—as a means of attacking my work. As just noted (two paragraphs ago), the evidence cited for a change in the decay rate is based on the U/Pb ratios in coalified wood and the results of Pb and He retention in zircons taken from deep granite cores. I also cite the existence of primordial polonium halos in Precambrian granites of presumably varying geological ages as prime evidence that the different radiometric ages of those granites are fictitious. But I oppose the idea that it is possible to produce significant decay rate changes at present. Dutch must surely realize that this is my position because the creation model I have proposed—and about which he comments—pictures significant decay rate changes only in the context of supernatural intervention into the affairs of this planet during such periods as creation week and the time of the flood. From this it can be seen that the whole Idea of inducing significant decay rate changes at present is diametrically opposed to the basic tenets of my creation model.
Near the end of his review Dutch begins to critique other creationists' views of radiometric dating, including a reference to changes in electron-capture decay rates. I do not understand why these remarks are included in his review because all the views that Dutch comments on here are quite different from mine, and in fact are completely disassociated from my results.
Finally, I again express my personal esteem for Dutch. And in response to his last sentence, I would hope that he—and for that matter all who hold a purely uniformitarian view of earth history—would carefully consider that God left scientific evidence of creation to help those who doubt Genesis come to a full knowledge of the truth of His Word.
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Earth Science Associates


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How NOT to Host a Benefit Show
Benefit shows. If you've been a musician for more than about 30 minutes, chances are you've been asked to play at least one. If you've been gigging regularly for over 35 years, like me, you've probably given up trying to count the number of requests you've received. Now, let me point out right up front that I'm not against benefit shows. I


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08 July 2016 | Your True Encounters
Since we posted a Black Eyed kid story a couple of weeks back, we have been inundated with such stories…. What is this phenomenon? What do these Black Eyed kids want? Here is the latest deeply disturbing submission
My girlfriend found several of your other stories about the Black Eyed Kids. She had an experience with these "kids" several months ago. I was away on business and she was home alone with our dog Alex. She said she was reading while the TV was on and our dog was peacefully sleeping on her lap.
All at once, he suddenly sat up and stared intently at the door leading outside. He then began growling loudly and ran into the bedroom. He had never acted like that before so she assumed it was just another weird thing that dogs do. He barks for no reason quite a lot.
Just as she got comfortable again, the doorbell rang. She thought it was strange that someone would want to visit at that time of night, since most of our friends were most probably home and getting ready for bed themselves.
She got up and peeked through the hole, but saw nothing. Shrugging her shoulders, she turned away from the door when someone knocked very loudly. She said that the knock was several times louder than a normal knock. It actually made the door vibrate.
She turned, opened the door and saw a boy of around twelve standing there. She opened the door and asked what he wanted. There are other apartments around us and she assumed that this child had either gotten locked out or was asking for help. She hadn't seen this boy around before.
Apparently that's when she noticed his eyes. She said the light spilled out into the hall but that his eyes were completely black. She said she was frozen to the spot as the child asked to be let in. That was when the dog had come out of the bedroom and lay out on the floor barking crazily.
The boy wanted to use the phone. Adena said she was almost certainly going to say "yes," but as she stared into those black, dead eyes she suddenly slammed the door and quickly bolted it. She said she listened for the child's footsteps to walk away but heard nothing. After a few heart-stopping moments, she risked a look outside and the child had disappeared. She said she had never been so frightened in her life. There is nothing good about these kids, or their visitations. I hope my story helps educate more people about their existence.
Submitted by Bill R.
Why not take our quick survey on the supernatural?
Do you have an experience with Black Eyed Kids? Or Have you seen a ghost? Please tell us your story….
© 2016, G. Michael Vasey & My Haunted Life Too.com (Unless indicated otherwise by author's own copyright above). All rights reserved.


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Today's digital marketing ecosystem is so complex that often the depth is lost on C-suite leaders who are not marketers. In several roles, my lead has asked me to explain how inbound marketing works and why it is important to CEOs and CFOs in order to justify the spend — and in the most concise way possible to fit into their packed schedules. In a sense, I was also defending my own job — depending on circumstances, marketing is often the first place looked at when budget cuts are made.
Over time, I developed an analogy to paint the digital marketing picture in the most relatable way possible: Inbound Marketing is your company car.
As a piece of machinery, it's made up of many things — an engine, body, wheels, gas tank, gadgets, and so on. All of these things are necessary parts of the car for a driver to mechanically propel the car forward and do so with monitored speed and awareness of surroundings. Basically, you need all of it to get where you're going.
Inbound marketing is your company car. Every feature plays a key role in moving your business forward by attracting passengers who choose to engage in your customer journey with you. Along the way, they build up their familiarity with your brand, which helps to establish their trust in you as a credible driver. If you execute a well thought out strategy, every stop they make along the way will (and should) bring them value. When the time comes to embark on another initiative, they're ready to hire you to quartermaster the trip.
I bet you have some or all of these goals on your list: awareness, sales lead generation, direct sales generation, website traffic growth, product or service education, and market recognition of your credibility. Putting your car out on the road will get you to all of these ends — here is how:
What makes an engine go? Your marketing content is the gas that feeds the machine. You need it to be consumed by your users to establish yourself as a thought leader in your industry. Thought leaders are seen as credible and up to date resources in their market and you need to be recognized as one to attract strangers who are potential customers.
Just like filling a gas tank, you need fresh content all the time. You can find gas whenever you need it, putting out fresh content means that information that is both relevant and helpful is ready for your future customers exactly when they're looking for it. This is incredibly powerful for two reasons. First, it eliminates having to compete for a user's attention at exactly the right time and place. Second, a user's own self-discovery of you and your content is the most trustworthy way you can reach them. After all, aren't you the most trustworthy person you know? People trust themselves and their own research more than they trust your most charismatic sales hire. Helping them find you first is the best way to gather the most qualified leads possible.
To be a bit more granular, there is more to helping your potential customers find you. In the same sense that publishing content regularly helps them discover you, we can optimize that content even further to make your website rank higher when they search for things relevant to you. Search Engine Optimization helps tell search engines how to rank you in a more relevant way as it relates to the search inquiry. This would be like taking your car through an automatic car wash. Recognizing a certain car becomes much easier when the paint is shiny and the body looks fresh and appealing than if it were covered in dirt. If you are searchable for the right things (most relevant and helpful), your miles per conten—I mean gallon will be much higher.
SO, gas tank is full. You have a content calendar ready to go so that creation is moving and things are ready to go on schedule. But once your content is published, how does it get distributed? The distribution of your content is what will drive you forward because it enables the user engagement you need (i.e. thought leadership and user self-discovery.) For this, you need an engine. And that engine is marketing automation software.
You need software to help execute all the moving pieces of your marketing communications. This is because the only way we communicate with anybody about our brand and products or services is through automated digital assets (your content) that is delivered to users based on the actions they take on your website or social media pages. You get to choose how the automation works based off of the most relevant actions for your business– and this also helps you make sure your content is both helpful and relevant when it is delivered.
Marketing Automation software manages all marketing channels in one place — this is everything 'under the hood' that makes your strategy go. These channels include:
– Search (organic search engines and search ads)
– Banner ads
– Gated content
– Blog posts
– Social media (paid and organic)
– Email marketing
– Text messages
– Affiliate/partner marketing
Within these channels (different lanes on your road), you reach your potential customers. Once they're engaged, you will start to see things like increased website traffic, sales conversions, lead conversions, and increased awareness and education about your brand and your offerings. This is where all conversations start — and when they're ready to speak to you in person (or have problems, questions, or general inquiries) you have a basis to begin real, human, in person discussions. They know your brand, they trust their own discovery of you, and it's your job to close the deal. This is your conversation while riding in your car, in whichever lane your passenger is in.
Channels all work together with each other to help the user find what they're looking for. A user can switch lanes at any time and however often they want, but they're still moving on a forward trajectory on the same road toward destination customer. This is why all lanes matter and why a good marketing strategy takes each one and all their nuances into account.
Our last major puzzle piece is the dashboard—dials and gadgets track everything that is happening. Your marketing automation software will report on everything happening under the hood, which is essential to knowing what is working with your campaigns and resonating with your audiences. This is also where you calculate your return on marketing spend in order to prove that your strategy is working.
To specify, the dashboard informs you with data regarding what types of things are working, not if digital and inbound marketing, as an overall department and company spend, is working. This data helps fine tune your messaging, helps you get to know your audience, and test different strategies. If you find all your metrics to be stagnant, it's what you're marketing and not how you're marketing it. For example, if you're looking to cut costs, your digital marketing efforts are not the place to do it. But perhaps shifting that cost spend around to create a new strategy is more beneficial to your business goals.
If your CEO is questioning if marketing is worth the spend, or if she is thinking that cutting the budget in half will make her business leaner while garnering the same return, simply ask, "How are we getting to the gold rush? Would you rather walk or drive?"


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Don't suffer through the cold winter months!
If your furnace isn't working property, don't suffer through the cold winter months. Contact the experts at Bryant Heating & Cooling for Columbus furnace repair.
Newark Ohio
If your furnace isn't working property, don't suffer through the cold winter months. Contact the experts at Bryant Heating & Cooling for Columbus furnace repair.
4 HVAC Trends for 2016 HVAC trends are a great tool to see whats happening and where we are going. While technology can be great please keep aware we look at your HVAC and home comfort and see what fits your needs and budget best. Sometimes a home climate system is not cost effective…
Our technicians are available 24/7 for repairs that just can't wait until morning and will happily schedule appointments convenient to your schedule for those that can.
Bryant Heating and Cooling is dedicated to making life easier for customers in need of sales and repairs of oil and gas furnaces, air conditioners, and other related products. By giving customers the best service available on their oil and gas heating and cooling products, Bryant keeps homes comfortable year round.
Bryant Heating & Cooling has furnace repair technicians in Columbus and are prepared for any type of heating repair, whether your system is electric, gas, duel fuel, heat pump, oil or a boiler.
Each degree you lower your thermostat setting will save you about 2% on your yearly energy bill
For over three decades, our professional technicians have been repairing heating systems all around the Columbus area. Whether yours is a Trane, Lennox, Amana, or other make, or if it is a gas furnace, electric heater, heat pump, or other type, we have years of experience with it.
Bryant Heating & Cooling has been servicing the Columbus area since 1985. We are family owned and operated giving our customers our up most attention and service for your heating – cooling needs
After every furnace repair, we recommend our customers use our furnace maintenance service to extend the life expectancy of the furnace, and ensure you're energy efficient keeping your gas consumption low.
Furnace specials starting at $1,500-installed
Residential & Commercial Sales, Service, & Installation
All Makes & Models of Furnaces & Air Conditioners


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Western Australian Couple Take Two Shares OF $30 Million In Prize Money
Recently an anonymous couple privately came forward to claim their two shares of more than $30 Million in prize money for their Division 1 winning lottery tickets in the Saturday Lotto Superdraw! Putting Kalgoorlie on the world map and bringing a sense of civic pride to everyone in the local area, these two daring lottery investors managed to choose every number correctly and have become 2 of the 22 winners, willing to take home their $1.25 Million in personal prize money as a share of the overall jackpot cash pool.
Not much is known about the winners because if their decision to keep their identities a secret, but they are a couple and it has come out they were living on a shared pension before the big win put them into the Millionaire category forever. Gone are their concerns over making ends meet in a sour economy, thanks to their courage and strategic excellence as grand prize winners in a major lottery event.
They bought their winning tickets from the Lionel Street IGA in Kalgoorlie, as originally reported right here on Lotto 365, your world class news source for all Lottery News And Reviews.
Sure, there were 266,000 other secondary prize winners and Lotterywest has managed to simultaneously raise more than $5 million for the local community from lottery gaming winners - but the truly big story out of Kalgoorlie right now is the rags to riches glory of two local residents who have finally found their way to a path paved in gold, that comes with peace of mind and a luxury lifestyle as they grow old in jackpot happiness together!


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- Adeline4
- 6 years ago
- Wedding: July 2012
My Darling Husband and I really want to take a vacation. We have talked about going on a cruise because we could drive to where the ship docks instead of fly. Has anyone ever done this? We have heard some cruise lines are better with babies than others. He will be almost a year. <br />THanks


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Lawn-less Sustainable Garden (continued)
St. Augustine is being overtaken by oxalis in the burned out front lawn. We are making big changes to our yard. As you may remember from earlier posts, I was not happy with the burned out lawn in the front yard. Years of drought left much of the lawn brown. With city water restrictions, I watered for the large deodar cedar – deeply and infrequently – allowing the lawn to die back. Weeds invade weak lawns Weedy oxalis invading the lawn This winter I noticed weedy oxalis moving in. This is one of the most difficult garden weeds to...Read More


text: With the 4th of July right around the corner, it is important to be aware of the rules and safety tips of fireworks. Fireworks are a lot of fun and a great way to celebrate Independence Day, however, they can also be very dangerous and in some rare cases, fatal. Whether you are attending fireworks or setting off your own, here are some tips from FireworkSafety.org to keep you safe:


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Check out the following NASA opportunities for the education community. Full descriptions are listed below.
Space Center Houston Hosts Shuttlebration Weekend
Audience: All Educators and Students
Event Dates: June 1-3, 2012
NASA History Division Fall 2012 Internships
Audience: Higher Education Students
Deadline: June 1, 2012
Expeditions 33 and 34 In-flight Education Downlink Opportunities
Audience: All Educators
Proposal Deadline: June 1, 2012
Engineering Design: Forces and Motion — The Great Boomerang Challenge Web Seminar
Audience: 9-12 and Informal Educators
Event Date: June 4, 2012
Free Education Webinar Series from the Aerospace Education Services Project
Audience: K-12 Educators
Event Dates: Various Dates During June 2012
Sun-Earth Day Webcast to Commemorate Venus Transit
Audience: All Educators and Students
Event Date: June 5, 2012
Venus Transit Event at the National Air and Space Museum
Audience: All Educators and Students
Event Date: June 5, 2012
Free Exploring Space Lecture — Seeking Planets Like Earth
Audience: All Educators and 9-Higher Education Students
Event Date: June 5, 2012
Algebraic Equations: Transit Tracks — Finding Habitable Planets Web Seminar
Audience: Algebra Teachers and Informal Educators
Event Date: June 5, 2011
"My American Landscape" Contest
Audience: All Educators and Students
Entry Deadline: June 6, 2012
2012 National Community College Aerospace Scholars Program
Audience: Higher Education Students
Application Deadline: June 6, 2012
National Space Biomedical Research Institute Postdoctoral Fellowship Program
Audience: Higher Education Educators and Students
Application Deadline: June 8, 2012
New Application Available from Classroom of the Future
Audience: All Educators and Students
Space Center Houston Hosts Shuttlebration Weekend
Join Space Center Houston as they welcome their biggest addition ever, a full-size space shuttle replica.
Shuttlebration Weekend begins on the afternoon of Friday, June 1, 2012, when the space shuttle replica arrives by barge at NASA's Johnson Space Center's NASA Road 1 dock on Clear Lake near the Nassau Bay Hilton hotel. The public is invited to a free street party between the dock and the hotel to witness and celebrate the historic arrival. The street party will include exhibits and displays of new technologies and space vehicles that are being developed for the future of exploration, as well as local marching bands, food and entertainment.
On Saturday, June 2, 2012, the space shuttle replica will be loaded onto a mobile transfer vehicle for transport to Space Center Houston. Loading will take a full day to complete. No public events are planned.
Early in the morning on Sunday, June 3, 2012, the space shuttle replica will make a three-hour trek down NASA Parkway from the Hilton to its permanent home at Space Center Houston. It will receive a futuristic VIP escort from prototype planetary rovers for future solar system exploration. Upon the space shuttle replica's arrival, Space Center Houston, along with NASA's Johnson Space Center, will host a free public celebration in its parking lot from 9 a.m. to noon. The family-oriented event will include more opportunities to see the space shuttle attraction up close, and to get a look at the latest ongoing developments in space exploration taking place at JSC.
For more information, visit http://www.spacecenter.org/shuttlebration.html.
Questions about this event should be directed to email@example.com.
NASA History Division Fall 2012 Internships
The NASA History Division is seeking undergraduate and graduate students for fall 2012 internships. The History Division maintains archival materials to answer research questions from NASA personnel, journalists, scholars, students at all levels and others from around the world. The division also edits and publishes several books and monographs each year. It maintains a large number of websites on NASA history.
Students of all majors are welcome to apply. While detailed prior knowledge of the aeronautics and space fields is not necessary, a keen interest and some basic familiarity with these topics are needed. Strong research, writing and editing skills are essential. Experience with computers, especially HTML formatting, is a plus.
Intern projects are flexible. Typical projects include handling a wide variety of information requests, editing historical manuscripts, doing research and writing biographical sketches, updating and creating websites, and identifying and captioning photos.
Applications are due June 1, 2012. For more information, visit http://history.nasa.gov/interncall.htm.
If you have questions about this opportunity, please contact Bill Barry at firstname.lastname@example.com.
Expeditions 33 and 34 In-flight Education Downlink Opportunities
NASA is seeking formal and informal educational organizations, individually or working together, to host live, in-flight education downlinks during Expeditions 33 and 34 (approximately from September 2012 to March 2013). To maximize these downlink opportunities, NASA is looking for organizations that will draw large numbers of participants and integrate the downlinks into well-developed education plans.
The deadline to submit a proposal is June 1, 2012.
During Expeditions 33 and 34, crew members aboard the International Space Station will participate in downlinks. Downlinks take approximately 20 minutes and allow students and educators to interact with astronauts through a question-and-answer session. Downlinks afford education audiences the opportunity to learn firsthand from astronauts what it is like to live and work in space. Downlinks are broadcast live on NASA TV and are streamed on the NASA website. Because of the nature of human spaceflight, organizations must demonstrate the flexibility to accommodate changes in downlink dates and times.
Interested organizations should contact Teaching From Space, a NASA Education office, to obtain information related to expectations, format, audience, guidelines and forms by sending an email to firstname.lastname@example.com or by calling 281-244-7608.
To learn more about this opportunity, visit https://www.nasa.gov/audience/foreducators/teachingfromspace/students/downlinks.html.
Engineering Design: Forces and Motion — The Great Boomerang Challenge Web Seminar
As part of a series of electronic professional development experiences, the NASA Explorer Schools project and the National Science Teachers Association are hosting a free 90-minute professional development Web seminar for educators on June 4, 2012 at 6:30 p.m. EDT. Learn how NASA aerodynamics research can be applied to boomerang design to increase performance. During the session, participants will be introduced to the Boomerang Design Challenge and learn how to incorporate this activity into science classes. The seminar also includes information about two unique extensions. In the first, students access a free computer simulation illustrating the airflow around an airfoil to determine the correct flow equation, and a second extension uses an interactive simulation to determine the airflow around various shapes of airfoils.
For more information and to register online, visit http://learningcenter.nsta.org/products/symposia_seminars/NES2/webseminar24.aspx.
To learn more about the NASA Explorer Schools project, visit http://explorerschools.nasa.gov.
Email any questions about this opportunity to the NES Help Desk at firstname.lastname@example.com.
Free Education Webinar Series from the Aerospace Education Services Project
The Aerospace Education Services Project is presenting a series of free webinars through June 2012. All webinars can be accessed online. Join aerospace education specialists to learn about activities, lesson plans, educator guides and resources to bring NASA into your classroom.
Living and Working in Space (Grades K-5)
June 5, 2012, 9 – 10 a.m. EDT
Aerospace education specialist Wil Robertson will introduce teachers to some of the obstacles humans face while traveling in space. The webinar will review the major difficulties and concerns of adapting to the space environment, from everyday living and personal hygiene to safety.
NASA Engineering Design Challenge: Can You Deliver? "Touchdown!" (Grades 5-10)
June 5, 2012, 7:15 – 8:30 p.m. EDT
Aerospace education specialist Tony Leavitt will share an activity that challenges students to safely deliver a cargo to the surface of Mars. This activity introduces students to the engineering design process, from brainstorming to writing a summary report. Given a particular set of materials, student teams design, build and test prototypes.
Animals in Space (Grades K-5)
June 6, 2012, 4:30 – 5:30 p.m. EDT
Aerospace education specialist Wil Robertson will demonstrate how teachers can use stuffed animals as props in telling the story of the animals that preceded humans in space. The program is geared for teachers in K-5, with a special focus of aligning the topic with the Core Literacy Standards for elementary grades. Web resources will be provided.
NASA Mathematics for Middle School (Grades 6-8)
June 6, 2012, 7 – 8 p.m. EDT
Aerospace education specialist John Weis will demonstrate NASA education products and resources related to mathematics. Materials discussed will cover graphing, ratios, simple algebraic manipulation and simple statistics. Lesson plans and strategies will be shared.
Fly Into NASA Aeronautics: Forces and Motion (Grades 3-8 and Informal)
June 7, 2012, 3:30 – 4:30 p.m. EDT
Aerospace education specialist Brian Hawkins will demonstrate lessons that explain how airplanes fly. The activities will help students understand the four forces of flight and three axes of motion. A review of NASA's contributions in improving aircraft will be presented, and a high-performing classroom glider will be constructed.
I'm Signed up for NEON — Now What?? (Grades K-12)
June 9, 2012, 11 a.m. – noon EDT
Aerospace education specialist Anne Weiss will introduce participants to basic features of the NASA Educators Online Network, or NEON, professional/collaborative learning community. Participants will also learn how to use NEON to find appropriate NASA standards-aligned activities that satisfy state-specific teaching standards.
Understanding Earth, Moon and Sun Connections (Grades K-8)
June 12, 2012, 2 – 3 p.m. EDT
Aerospace education specialist Sonja Williams will introduce cultural perspectives related to the phases of the moon and the solar system. Attendees will participate in an activity based upon a Native American/Western science story. Participants will receive culturally relevant materials related to stars and constellations that they can share with their students.
NASA in the Classroom (Grades K-12)
June 12, 2012, 4 – 5 p.m. EDT
Aerospace education specialist Tom Estill will introduce K-12 teachers to various NASA education resources. Participants will learn how to find science, technology, engineering and mathematics, or STEM, lesson plans, current teacher/student opportunities and NASA videos for classroom use. Teachers will also be shown how to use local NASA-related resources.
The Real Lord of the Ring (Grades K-4)
June 13, 2012, 6 – 7 p.m. EDT
Aerospace education specialist Alexis Harry will introduce teachers to a set of lessons that enhance basic communication skills through scientific exploration based on the Cassini-Huygens mission to Saturn. Throughout the lessons, participants practice a variety of language arts skills, including descriptive writing, note-taking, poetry, illustration and oral communication.
Mars Uncovered: Revealing the Geologic History of Mars (Grades 5-12)
June 18, 2012, 7:30 – 8:30 a.m. EDT
Aerospace education specialist Tony Leavitt will share an inquiry-based lesson that presents a critical-thinking approach of studying the surface of Mars. This process is similar to the approach used by NASA scientists. This lesson will teach students to examine geologic features of a planetary surface and use relative-age dating techniques to analyze the information and interpret the geologic history.
Looking at the Sun (Grades 2-8)
June 20, 2012, noon – 1 p.m. EDT
Aerospace education specialist Rick Varner will present sun-Earth-moon models that help to explain the phases of the moon, and both lunar and solar eclipses. Additionally, the activity Kinesthetic Astronomy will be introduced for its explanation of the seasons.
I'm Signed up for NEON — Now What?? (Grades K-12)
June 20, 2012, 6- 7 p.m. EDT
Aerospace education specialist Anne Weiss will introduce participants to basic features of the NASA Educators Online Network, or NEON, professional/collaborative learning community. Participants will also learn how to use NEON to find appropriate NASA standards-aligned activities that satisfy state-specific teaching standards.
Our Solar System: A Model Overview (Grades 4-9)
June 25, 2012, 11 a.m. – noon EDT
Aerospace education specialist Steve Culivan will present NASA inquiry activities that demonstrate remote sensing and scale models to better visualize our sun, planets, asteroids and other objects as a whole system.
Our Solar System: A Model Overview (Grades 4-9)
June 25, 2012, 3 – 4 p.m. EDT
Aerospace education specialist Steve Culivan will present NASA inquiry activities that demonstrate remote sensing and scale models to better visualize our sun, planets, asteroids and other objects as a whole system.
For more information about these webinars, and to see a full list of webinars taking place through August 2012, visit http://neon.psu.edu/webinars/.
Questions about this series of webinars should be directed to Gwendolyn Wheatle at firstname.lastname@example.com.
Sun-Earth Day Webcast to Commemorate Venus Transit
NASA's Sun-Earth Day team has joined forces with NASA EDGE to celebrate the Transit of Venus with a live webcast from Hawaii. On June 5, 2012, tune in for a live webcast from Mauna Kea in Hawaii.
The Venus Transit event will not be visible from the continental U.S. in its entirety, so the NASA EDGE and Sun-Earth Day teams are heading to Hilo, Hawaii. A mountainside location on Mauna Kea will give a wonderful view of the entire transit with little chance of cloud cover. Viewers will be able to see real-time images of the transit for the duration of the event in various wavelengths of light.
This webcast will emphasize the history and importance of Hawaiian astronomy and its connections to NASA space science. Using the backdrop of Mauna Kea, the University of Hawaii, NASA scientists and Hawaiian cultural leaders will weave multigenerational stories combining ancient ways of knowing with modern scientific discoveries.
For more information about the Venus Transit webcast, visit http://venustransit.nasa.gov.
To learn more about the Transit of Venus and to find activities related to this once-in-a-lifetime event, visit http://sunearthday.nasa.gov/2012/transit/transitofvenus.php.
Inquiries about this event should be directed to Elaine Lewis at email@example.com.
Venus Transit Event at the National Air and Space Museum
Visit the National Air and Space Museum in Washington, D.C., on June 5, 2012, from 6-8 p.m. for a special look at Venus as it passes between Earth and the sun. Astronomy educators and museum volunteers will assist visitors in viewing the transit through safe solar telescopes. This is a must-see opportunity and the last chance to view the transit in our lifetime.
The special viewing will take place weather permitting.
For more information, visit http://airandspace.si.edu/events/eventDetail.cfm?eventID=4027.
Free Exploring Space Lecture — Seeking Planets Like Earth
Transiting planets are special, because scientists can determine their bulk density and can even observe their atmospheres. Join astronomer Dave W. Latham as he discusses his studies of transiting planets and how we can use them to find rocky worlds similar to the Earth.
The lecture will take place on June 5, 2012, at 8 p.m. Come early to see a free film and to meet the lecturer.
For more information, visit http://www.nasm.si.edu/events/eventDetail.cfm?eventID=3728.
Questions about this series of lectures should be directed to email@example.com.
Algebraic Equations: Transit Tracks — Finding Habitable Planets Web Seminar
As part of a series of electronic professional development experiences for educators, the NASA Explorer Schools and Learning Environments and Research Network, or LE&RN, projects are hosting a 60-minute live professional development Web seminar for educators on June 5, 2012, at 8 p.m. EDT. Discover how an algebra activity called "Finding Habitable Planets" will help you teach students to use their skills to analyze NASA data. Students learn about the possibility of discovering planets in habitable zones of solar systems.
For more information and to register online, visit https://digitalmedia.wufoo.com/forms/nes-webinar-registration-algebraic-equations/.
To learn more about the NASA Explorer Schools project, visit http://explorerschools.nasa.gov.
Email any questions about this opportunity to the NES Help Desk at firstname.lastname@example.com.
"My American Landscape" Contest
To celebrate the 40th anniversary of the United States' Landsat Earth-observing Program, NASA and the U.S. Geological Survey are holding a contest that will offer winners customized satellite views of changing local landscapes.
All U.S. citizens are eligible to enter the "My American Landscape: A Space Chronicle of Change" contest. Winners will be announced on July 23, 2012, at a Landsat Program anniversary news conference in Washington, which will be carried live on NASA Television. The submissions deadline is June 6, 2012.
The Landsat Program has created the longest continuous global record of the Earth's surface observed from space. The images are a critical ingredient in decision making for agriculture, climate research, disaster mitigation, ecosystems, forestry, human health and water management.
To enter the contest, send NASA an email describing the local landscape changes you are interested in where you live, and what you hope to learn about them from Landsat's four decades of observations from space. Scientists will review the Landsat data archive for the six areas selected and show the changes observed at the July 23 event.
For more information on the contest and details on how to enter, visit https://www.nasa.gov/topics/earth/features/landsat_contest.html
Questions about this opportunity should be directed to Jeannie Allen at email@example.com.
2012 National Community College Aerospace Scholars Program
National Community College Aerospace Scholars, or NCAS, is an interactive, online learning experience featuring engineering career possibilities. It is highlighted by an on-site experience where selected students are encouraged to study mathematics, science, engineering or computer science by interacting with engineers at NASA.
The only cost to participants is a $30 registration fee. NASA covers travel, food and lodging. NCAS is open to community college students throughout the United States. Applicants must be U.S. citizens and have access to the Internet.
Applications are due June 6, 2012.
For more information and to apply online, visit http://ncas.aerospacescholars.org/.
Questions about this opportunity should be directed to email@example.com.
National Space Biomedical Research Institute Postdoctoral Fellowship Program
The National Space Biomedical Research Institute, or NSBRI, seeks solutions to health concerns facing astronauts on long-duration missions. This research also benefits patients on Earth. The NSBRI is soliciting applications for its Postdoctoral Fellowship Program.
The NSBRI's Postdoctoral Fellowship Program provides support for postdoctoral fellows in any U.S. laboratory carrying out space-related biomedical or biotechnological research. Funding is for a two-year period with an option for a third year of support. Applicants must prepare proposals with the support of a mentor, and all proposals are evaluated by a peer-review panel.
Applications are due June 8, 2012.
For detailed information on the application process, visit http://www.nsbri.org/postdocs/.
Questions about this opportunity should be directed to email@example.com.
New Application Available from Classroom of the Future
You're stuck on the moon or relocated to Mars. How are you going to survive for months or possibly years without resupply?
This is the challenge you face in the Bioregenerative Life Support System Simulator, or BLiSS Sim, the first science education app developed by the NASA-sponsored Classroom of the Future at the Center for Educational Technologies at Wheeling Jesuit University in Wheeling, W. Va. Using information from NASA's Bioregenerative Life Support System research, you can plan a plant-based, Earth-like solution for oxygen, water and food production.
The free BLiSS Sim app is available for download from the iTunes Store at http://itunes.apple.com/us/app/bliss-sim/id525464463?ls=1&mt=8.
BLiSS Sim uses a game format to engage youth and adults in the challenges of supporting humans in space or extreme environments on Earth. Players learn how four plant types — wheat, potatoes, soybeans and lettuce — can be grown and harvested to supply human oxygen, water and food needs. Anyone interested in plants, human space travel or planning biological sustainability here on Earth will want this free app based on NASA's advanced life support research.
To learn more about BLiSS Sim, visit the http://bliss-sim.cet.edu website.
iTunes Store is a registered trademark of Apple Inc. registered in the U.S. and other countries.
Don't miss out on education-related opportunities available from NASA. For a full list of Current Opportunities, visit https://www.nasa.gov/audience/foreducators/current-opps-index.html.
Visit NASA Education on the Web:
For Educators: https://www.nasa.gov/audience/foreducators/index.html
For Students: https://www.nasa.gov/audience/forstudents/index.html
NASA Kids' Club: https://www.nasa.gov/kidsclub
NASA Education Express — May 31, 2012
Check out the following NASA opportunities for the education community. Full descriptions are listed below.


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First Complete Genome Sequence Of A Plant To Result
Scientists will soon have access to the first complete genome sequence of a flowering plant. The National Science Foundation (NSF), the Department of Energy (DOE), and the Department of Agriculture (USDA), have funded two groups of researchers through renewal grants to continue systematic large-scale genome sequencing of the plant named Arabidopsis thaliana. The ultimate goal is to sequence the entire Arabidopsis genome and to determine the structure and function of every gene in this model plant. The combined three-year awards total $28.3 million.
Arabidopsis thaliana is a small plant in the mustard family, and has the smallest genome and the highest gene density so far identified in a flowering plant. What scientists learn from the study of Arabidopsis will be immediately applicable to economically important plant species, according to Mary Clutter, NSF assistant director for biological sciences, and will lead to the creation of new and improved plants and plant-based products.
"Because plants are vital to our existence, increased understanding of the biology of plants will impact every facet of our lives, from agriculture, to energy, to the environment, to health," says Clutter.
In 1990, the Multinational Coordinated Arabidopsis thaliana Genome Research Project was launched by an international group of scientists who recognized the need to examine in detail one simple plant with basic features common to all plants. "During the past several years, Arabidopsis has become established worldwide as the species of choice for molecular genetic studies of plant biology," says Clutter.
Martha Krebs, director of DOE's office of energy research, notes that Arabidopsis genome efforts have provided numerous scientific insights, as well as potential commercial products of interest to the energy community, including the high volume production of plastics. "Completion of the Arabidopsis genome sequencing project will help advance long-range research efforts toward engineering green plants for energy capture, production of energy-rich fuels and materials, and facilitating environmental remediation," Krebs predicts.
Adds Department of Agriculture deputy under secretary Eileen Kennedy, "Completing the sequencing for the model plant Arabidopsis is the key to unlocking what comes after. It will help scientists understand the basis for resistance to disease and pests in agriculturally important crops."
The two groups of researchers selected for the current research grants are: The Institute for Genomic Research in Rockville, Maryland; and a consortium of Stanford University, the University of Pennsylvania and the University of California at Berkeley. The two groups are part of the international consortium called AGI (Arabidopsis Genome Initiative) including an additional U.S. group at Cold Spring Harbor Laboratory on Long Island, New York, two groups in Europe and a group in Japan. The AGI's goal is to complete the sequence by the end of the year 2000. "Activities will be coordinated to maximize efficiency and usefulness," says Clutter, "and information from the project will be widely disseminated so that researchers will gain maximum benefits."
Media Contacts:
Cheryl Dybas, NSF, 703-306-1070, email@example.com
Michelle del Valle, DOE, 202-586-4940, firstname.lastname@example.com
Len Carey, USDA, 202-720-1358, email@example.com
Program Contact:
David Meinke, NSF, 703-306-1470, email@example.com


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Release stress in your shoulders and neck
Wednesday 26 April 2017 @ 7.45 – 9pm
No experience with yoga was necessary to benefit from this workshop. We discovered where and how you hold stress in your physical and emotional systems and learnt ways to effectively release here, using your body, breath and mind. Practices included those that can be completed during your day.


text: Case study: Effective inclusion Published: 20 November 2014 Comment on this article Continuing our focus on Nasen's Outstanding Schools, we hear from the staff of Swanwick Hall School, which has not excluded a child for four years, about their whole-school, inclusive approach to supporting learners. Swanwick Hall Secondary is a large mainstream comprehensive situated in Alfreton, Derbyshire, with more than 1,275 students currently enrolled. Its 2013 Ofsted report found good levels of attainment, with inspectors agreeing that, as a result of effective measures taken by school leaders, exclusions have reduced significantly over time to well below the national average, and difficult behaviour is extremely well managed. The staff at Swanwick Hall work to implement a whole-school approach to promoting positive behaviour, which has led to a reduction in low-level disruption. They also work to ensure that appropriate additional provision is in place where necessary, along with a personalised approach for those students that need it. This, in turn, has helped students with more challenging behaviour to overcome their difficulties, stay in school, learn and achieve. Headteacher Jonathan Fawcett explained: "Our view is that we need to have a provision that meets the needs of every child that comes to our school. So if we have a child with severely bad behaviour, that is actually a sign that they are more vulnerable, and may therefore have additional needs. "At that point, we can do two things. We can say 'that child is being disruptive, we'll permanently exclude them' so we don't have to worry about them anymore – which would have massive implications for that child, their life chances, the cost to society and their family. Or, we could say, 'okay, what works with most children isn't working for that child: let's find out more about this child and what is causing their behaviour, and let's give a provision which helps support and overcome that behaviour'. "Then we can get them back into learning – either part-time or full-time depending on their individual needs, but the overall aim is for them to become successful, well-rounded individuals." Swanwick Hall has not excluded a child in almost four years, not because they haven't sometimes had candidates for exclusions, but because no matter what challenges arise with a student, they try to put the appropriate provision in place to ensure that the child, their family and the staff will be adequately supported to bring around positive change. The inclusion unit The whole-school behaviour system is centred on the early identification of disruption. Catching behaviour issues early enables the school to tackle the underlying issues and prevent them from escalating. Sue Staten, assistant headteacher for inclusion, explained: "All students, all parents and all staff are aware of the system, whereby if a student exhibits any type of behaviour, however low level, then the teacher offers a formal warning." Two formal warnings are then classed as a referral, and if a student receives three or more referrals in a term, they are automatically sent to the inclusion unit. If a child is admitted to the inclusion unit, they will have some time in a punitive environment and some developmental work later on. "We do the developmental work in order to make students aware of their behaviour, and the impact it is having – not only on their education – but on the class and teacher," explained Trish Price, the inclusion unit manager. "We are trying to get them to understand how important their education is, but also trying to find strategies for these students to get them back into mainstream lessons and to be able to cope. The inclusion unit is very important in that process, because while they're with us we are able to monitor their behaviour, and pick up on any other additional educational needs." When a student exits the inclusion unit, a meeting is held prior to their re-entry into the mainstream classroom, with the child's parent and key staff, to help build strategies to support that child's entry back into the classroom. Ms Price continued: "That system tends to work for most of our students, but for those who re-enter the inclusion unit on numerous occasions, we have to look at something different. That's when we move to our additional support systems and make referrals to either our student support centre, or to our 'loft'. At this point we involve multi-agency workers and look at tailored systems of support to suit individual children." Additional support systems The school's support centre and "loft" facilities are spaces designed specifically for students with statements. However, children who may have had numerous referrals to these inclusion units, then become part of the behaviour group within the support centre. Staff work hard to keep children integrated in mainstream classes but with the full understanding that sometimes children need to have a more tailored approach to their support. Jacqui Maxted, inclusion manager, explained: "We have some students for whom we might need to do some short-term intervention, with targeting aggression or self-esteem for example, and these students tend to be in the mainstream most of the time. We do also work with students who, despite all the interventions, may have come from very difficult backgrounds and aren't able to regulate their own behaviour. These students have to be educated within the student support centre with a more personalised package of care." It is recognised that children's frustration and anxiety can manifest itself in anger, which is often then reflected in disruptive behaviour. Jack, a year 9 student who was struggling to integrate when he first started at the school, describes his experience: "When I first came to school, I was different. I just didn't get on with people, and I just got more and more angry. I got stressed, and didn't want to go to lessons. I'd get in trouble, I kept shouting out, couldn't follow instructions and kept back-chatting. I got sent out of lessons a lot." Ms Maxted continued: "Our ethos is to support those children who are disruptive. We give them strategies to help keep them in mainstream lessons. This way they don't feel the anxiety which they used to day-to-day." Jack has now made huge progress in his classroom achievements, and with support from all staff is able to work as part of the class to achieve his targets. Luke's story: personalised provision One particular student, named Luke, has undergone a complete transformation, seeing huge changes both inside and outside the classroom. Ms Staten explained: "We looked at Luke's provision and modified it to reduce the amount of classroom support he had. That way we were able to take the stress out of the school day for him." Luke's curriculum was reduced but he was placed on tailored one-to-one reading and maths schemes. He was also placed on an equine course because of where his interests lie. When the school's provision for Luke was reviewed, the staff saw that agriculture held appeal for him, so they increased his outside provision to include an agricultural course. Now Luke is working on a farm for one day a week. He said: "I always wanted to work on a farm. To do that, I know I need to be able to read, and work out the prices of things. So I just thought that I needed to really start learning and stop messing about, because I've only got a year left before I finish school. I know now that I've got to start taking it seriously. I'm reading more – maths I still don't really understand, but I'm trying to learn. I'm told that I'm on track to meet my targets." The ultimate impact of effective SEN support for the student is that the barriers to learning are removed – barriers such as self-esteem issues, disaffection or other emotional needs are addressed, in turn making the child happier, more resilient, and open to learning. Michelle, Luke's mother, has been astonished at the difference: "We've highlighted the things that Luke's good at, which has really built up his confidence. We've also been looking at improving his English and maths. Only the other day, Luke chose to pause the subtitles at the bottom of our TV, and started to read them! That was absolutely fantastic. For me, that was better than winning the lottery. Just to think that three or four years ago Luke wouldn't even want to come to school, whereas now he actually wants to learn." Further informationNasen is a professional association for special and additional educational needs and disabilities. Its Outstanding Schools project seeks to identify, recognise and share the very best SEN practice. Visit www.nasen.org.uk


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|Ken Balcomb, CWR founder.
22 August 2010
Also born into J pod in January 2010 was another new calf, this time a young male whose very young mother is twelve-year old J35. I designated this new male calf J47, and now call it "Looker" because it frequently (and delightfully) raises its head high above the water as if looking around when swimming alongside its mother.
Two other recent L pod calves are worthy of mention: L112 born to L86, probably in January 2009 and first documented in the afore-mentioned Encounter 3 of 2009 when she was less than a month old; I am going to call her "Victoria" for the beautiful city waterfront where she was first seen. [Hold your nose until the sewage issue is resolved! Maybe we should call her "Stinker"?]
And, last but not least, we have L110, a very rambunctious young male born to a young mother, L83 first daughter of L47. We first saw him in August 2007, still showing evidence of fetal folds from recent birth; but, by October he had clear evidence of a mark that will no doubt remain with him for the rest of his life: a large flap of his upper right lip had been torn askew and was protruding awkwardly from the starboard side of his face, perhaps from an encounter with the steel leader of a fishing line. He also now has evidence of a bulbous tooth abscess just in front of the flap. I am going to call him "Flapper", in anticipation that a bit of Aussie humor will be good for him. He probably does not mind his easily remembered name, though others might.