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Surveying the food safety training needs of environmental health specialists in the U.S.
The retail food industry in the U.S. is composed of nearly one million establishments providing an estimated 70 billion meals every year (National Restaurant Association [NRA], 2009). To serve all of these meals, the industry employs an estimated 13 million people (NRA, 2009). While the U.S. food supply is among the safest in the world, each year 76 million Americans are still stricken with foodborne illness, and some--mostly the very young, elderly, and the chronically ill--die as a result (Mead et al., 1999). Between 50% and 70% of documented foodborne illnesses in the U.S. have been attributed to food service and retail establishments (Bean, Goulding, Daniels, & Angulo, 1998; Lynch, Painter, Woodruff, & Braden, 2006). Scientific risk assessments performed by the U.S. Food and Drug Administration (FDA) indicate that more than 40% of food service and retail establishments were out of compliance during its study inspections with critical items that could lead to foodborne illness (FDA, 2000, 2004). Given the approximately 1.7 million inspections of retail and food service operations annually (Association of Food and Drug Officials [AFDO], 2001), this indicates a significant risk.
Prevention is the key to reducing foodborne illness. Prevention can be accomplished by minimizing the foodborne illness risk factors in an operation. The ultimate responsibility to produce and process safe foods lies with the management and employees of food service, restaurant, and retail food store operations. The high percentage of establishments found to be out of compliance suggests that the foodservice and retail industry needs help. One method of help suggested by FDA (2004) is to provide more food safety education followed by verification via inspection.
In 2004, the Retail-Foodservice Food Safety Consortium (RFSC) was founded to address food safety needs within the retail food service industry. RFSC is a collaboration among five land-grant universities (University of Arkansas, Clemson University, Purdue University, Rutgers University, and Utah State University) and three science-based associations that involve retail food safety stakeholders (Association of Food and Drug Officials, NEHA, and the International Association for Food Protection). One of RFSC's goals is to collect, develop, review; and disseminate retail food safety educational resources. A global food system, shifting demographics, and limits on time and budgets all impact the ability of food safety professionals to educate and train operators.
Without proper training, food service operators and workers may commit errors that could lead to foodborne illness. Many food service operators do not have the resources to provide in-house food safety training. Environmental health specialists and their departments may be the primary source, or in some cases only source, of food safety education and training for millions of retail food service workers in the U.S. Therefore, the objective of our study was to determine environmental health specialist opinions and needs with respect to food safety training and education.
Survey Participants
Environmental health specialists who provide food safety training to the retail food service industry were the target population. To recruit from this population group, a description of the study and a link to the online survey were published in NEHA's enewsletter and the main page of the NEHA Web site. The newsletter and Web site reach approximately 4,500 members. Environ mental health specialists were also contacted directly via e-mail by members of RFSC in case they were not active in NEHA. As compensation for participating, respondents had an option of entering their name into a drawing for one of three NEHA food safety manager training kits ($69.95 value).
Survey Design
An online survey, including both openended and closed questions, was developed for this study based on a previous NEHARFSC focus group project (Nummer, Fraser, Marcy, & Klein, in press). The survey contained 14 items regarding demographics of participants including background and experience, four items regarding food safety training programs, four items regarding opinions of food safety training, and 10 items regarding food safety training needs. For questions in which respondents could select from a response list, "other" was included as an option along with a write-in box. Write-in responses were included in the data analyses.
The survey instrument was created and reviewed for content, bias, language, clarity, and sequence by RFSC members and project administrators using guidelines from Couper (2000) and Iraossi (2006). The final survey and study protocol were reviewed and approved by the human subjects committee of the Institutional Review Board (Clemson University, Clemson, SC).
Data Collection and Analyses
The survey was posted online using Survey-Monkey, an online survey company (www.surveymonkey.com). The link to the survey was active for six weeks between March and April 2009. NEHA staff sent out two e-mail reminders (several weeks apart) after the initial posting to increase the response rate. Additional e-mails and invitations were sent from RFSC members including the Association for Food and Drug Officials. SPSS for Windows software was used for all data analyses. Frequency distributions were computed for all variables and cross-tabulations were computed for select variables.
Results and Discussion
Survey Participant Characteristics
A total of 346 surveys were completed. When considering the total NEHA membership (4,500), the response rate would be about 8%. The survey, however, requested a response only from environmental health specialists who performed food safety education as part of their job. Out of 4,500 NEHA members, 483 list themselves as "food safety professionals (V. DeArman, personal communication, July 2009)." Using that number, the survey response rate would be 71%. Because not all NEHA members active in food safety training indicate themselves as "food safety professionals," this data is most likely an overestimate.
Survey respondent characteristics are summarized in Table 1. The majority of respondents had either a four-year or advanced college degree. Nearly 65% of the respondents reported that they were either a registered environmental health specialist (REHS) or a registered sanitarian (RS). Only 23.9% reported that they were a certified professional-food safety (CP-FS). All respondents indicated they participate in some form of professional food safety development. Forty-seven respondents (14%) reported speaking a language other than English; Spanish was the most common second language. Other languages spoken by one or more respondents included German, Korean, Persian, Polish, Russian, Tagalog (Philippines), and Turkish.
Food Safety Training Offered
Survey responses related to food safety training are summarized in Table 2. Nearly all respondents (97.1%) reported that food safety was one of their current job responsibilities. If respondents were not working in this area, they were asked to complete the demographic questions and exit the survey Two-thirds (67.7%) of survey participants stated that they provide food safety training to the retail food service industry, with the largest percentage (32.5%) offering one to three trainings within the past 12 months, followed by 24.7% offering more than 12 trainings per month. The top three target audiences were restaurants (57%), schools (35%), and temporary food establishments (18%). The ServSafe exam was the most commonly administered examination (26%), followed by the National Registry for Food Safety Professionals (12%), and Prometric (5%).
Food Safety Opinions
An overview of the survey questions related to food safety opinions is presented in Table 3. Respondents listed experience as a trainer (27%) and experience working in the retail food service industry (24%) as the most important characteristics of an effective food safety trainer. The response choice "other" was selected by 18% of respondents who listed knowledge (6%) and communication (4%) as two other important characteristics. The importance of trainer effectiveness can also be seen in the amount of professional development educators have reported (Table 1). Having a college degree was not cited as a basis for whether or not one would be an effective trainer, despite the fact that such a large number of respondents were college graduates. Using activities and demonstrations to teach content was cited as the best way to make training effective (46%), followed by having trainers who have experience with retail food service regulations (30%).
The top three opinions about why workers do not attend training are that workers think they know how to handle food safely (50%), workers are not given leave by management to attend training (44%), and training is not mandated by a regulatory agency (40%). The opinion that workers feel they know how to handle foods safely has been cited as a barrier to food safety education by Seaman and Eves (2006). The perceived lack of risk may result in a lack of importance of training (i.e., in allowing leave time) and a lack motivation unless training is mandated. The top three reasons respondents believed managers do not send workers to training were that training is not mandated by a regulatory agency (53%), training is too expensive (51%), and training focuses on generic food safety and not practices specific to their establishment (34%). These opinions agree with studies cited by Seaman and Eves (2006) that in dicate training is often only undertaken to meet regulatory requirements and that cost is a major concern for operators.
Training Needs
An overview of the questions related to food safety training needs is shown in Table 4. Photographs, illustrations, and graphics (55%); presentations (slides; 52%); video clips (41%); regulatory guidelines (32%); and fact sheets (30%) were the top five resources cited as needed. Most respondents (88.4%) want to edit or modify existing resources before using them, with the most important edit/ modification being jurisdiction regulations (60%), followed by agency contact information (45%), and agency logo (23%). Write-in edit requirements reported include audience, information, facility, and regulations. This echoes what Foster and Kaferstein (1985) reported, which is that differences in cultural, economic, and social factors associated with workers themselves make it difficult to use the same educational food safety program in all situations. Not surprisingly, 278 (96%) respondents think food safety materials are needed in languages other than English with Spanish, simplified Chinese, and traditional Chinese being the top choices followed by Vietnamese and Korean. This outcome is similar to the results of a survey of environmental health officers' views of food hygiene in the United Kingdom (Worsfold & Griffith, 2004). The respondents in that study cited the need for materials in other languages because lack of multilingual training materials could be a reason that operators might not be training staff.
Only 68 (23.2%) respondents reported using online food safety resources in the past month. When asked to list up to three commonly used online sources, FDA was cited by 34 respondents, followed by the U.S. Department of Agriculture (USDA) (16 respondents) and state regulatory agencies (15 respondents). This result could be due to the difficulty of locating online resources that match jurisdictional regulations, which was cited by 60% of respondents (Table 4) as a reason that materials need to be edited. When asked which were the top five new resources needed, food preparation practices, hygiene, raw food handling practices, microbial hazards, and ready-to-eat food handling practices were cited most frequently (Table 4). The least-needed resources were model forms and guides, physical hazards, water, and waste (Table 4).
Based on this survey, it is clear that environmental health specialists play a critical role in food safety education. Many conduct trainings monthly or several times monthly. Survey participants felt that effective and relevant food safety training for food workers and managers requires both adequate resources and effective delivery. The survey data from this study is currently being used by RFSC and NEHA to help meet some of the stated food safety education and training needs. Also, a Web site has been developed to provide links to resources and editable education and training resources: www.retailfoodsafety.com.
Corresponding Author: Brian A. Nummer, Assistant Professor, Nutrition, Dietetics, and Food Sciences Department, Utah State University, 8700 Old Main Hill, Logan, UT 84322. E-mail: firstname.lastname@example.com.
Pre-published digitally November 2009, National Environmental Health Association. Final publication Journal of Environmental Health, April 2010 72(8).
Association of Food and Drug Officials. (2001). State resource survey. York, PA: Author. Retrieved October 14, 2009, from http://www.afdo.org/resources/stateresourcesurvey.cfm#
Bean, N.H., Goulding, J.S., Daniels, M.T., & Angulo, FJ. (1997). Surveillance for foodborne disease outbreaks: United States, 1988-1992. Journal of Food Protection, 60(10), 1265-1286.
Couper, M. (2000). Web surveys: A review of issues and approaches. Public Opinion Quarterly 64(4), 464-494.
Foster, G.M., & Kaferstein, FK. (1985). Food safety and the behavioural sciences. Social Science and Medicine, 21(11), 1273-1277.
Iraossi, G. (2006). The power of survey design: A user's guide for managing surveys, interpreting results, and influencing respondents. Washington, DC: The World Bank.
Lynch, M., Painter, J., Woodruff, R., & Braden, C. (2006). Surveillance for foodborne-disease outbreaks--United States, 1998-2002. Morbidity and Mortality Weekly Report, 55(SS10), 1-34.
Mead, PS., Slutsker, L., Dietz, V., McCaig, L.F, Bresee, J.S., Shapiro, C., Griffin, PM., & Tauxe, R.V (1999). Food-related illness and death in the United States. Emerging Infectious Diseases, 5(5), 607-625.
National Restaurant Association. (2009). Restaurant industry--facts at a glance. Retrieved September 6, 2009, from http://www.restaurant.org/ research/ind_glance.cfm
Nummer, B.A., Fraser, A., Marcy, J., & Klein, R. (2010, in press). Assessing food safety training needs of environmental health specialists in the U.S.: Focus group summary. Journal of Environmental Health, 72(8), (forthcoming).
Seaman, P, & Eves, A. (2006). The management of previous food safety--the role of previous food hygiene training in the UK service sector. International Journal of Hospitality Management 25(2), 278-296.
U.S. Food and Drug Administration. (2000). Report of the FDA retail food program database of foodborne illness risk factors. Washington, DC: Author.
U.S. Food and Drug Administration. (2004). FDA report on the occurrence of foodborne illness risk factors in selected institutional foodservice, restaurant, and retail food store facility types. Washington, DC: Author. Retrieved October 14, 2009, from http://www.fda.gov/Food/FoodSafety/ RetailFoodProtection/FoodborneIllnessandRiskFactorReduction/ RetailFoodRiskFac-torStudies/ucm089696.htm
Worsfold, D., & Griffith, C. (2004). A survey of environmental health officers' views of food hygiene training. British Food Journal, 106(1), 51-64.
Angela M. Fraser, PhD
Brian A. Nummer, PhD
TABLE 1 Survey Participant Characteristics Characteristics No. Responses (%) (a) Age 45-64 years 164 (56) 25-44 years 118 (40) 65 years and over 8 (3) 18-24 years 3 (1) Gender Male 157 (54) Female 136 (46) Education level Four-year college degree 183 (62.5) Post-graduate degree 89 (30.4) Some college 12 (4.1) High school graduate 4 (1.4) Associate or technical degree 5 (1.7) Less than high school 0 Credentials Registered environmental health specialist 190 (64.8) (REHS) or registered sanitarian (RS) Certified Professional-Food Safety (CP-FS) 70 (23.9) Professional food safety development Training offered by a governmental agency 157 (45) Sessions at a conference 148 (43) Online training 106 (31) Training offered by a professional 29 (8) society, such as NEHA College or university courses 69 (20) Food safety workshops offered by your employer 67 (19) Other 15 (4) (a) Percentages do not always total 100% because of nonresponses and m TABLE 2 Survey Responses Related to Food Safety Training Questions No. Responses (%) (a) Food safety trainer Food safety as a job responsibility 329 (97.1) Provide training 222 (67.7) Food protection manager certification examinations National Restaurant Association 91 (26) Solutions--ServSafe[R] National Registry of Food Safety Professionals 42 (12) Prometric (formerly Experior Assessments) 17 (5) Food safety trainings taught in past 12 months 1 to 3 trainings 75 (32.5) More than 12 trainings 57 (24.7) 4 to 6 trainings 44 (19.0) 7 to 9 trainings 25 (10.8) No trainings 19 (8.2) 10 to 12 trainings 11 (4.8) Food safety training audiences Restaurants 198 (57) Schools 120 (35) Temporary food establishments 62 (18) Grocery stores and supermarkets 54 (16) Catering operations 44 (13) Child and adult care facilities 46 (13) Health care facilities, including hospitals 34 (10) and nursing homes Convenience stores 31 (9) Other 37 (0.3) (a) Percentages do not always total 100% because of nonresponses and multiple responses where allowed. TABLE 3 Self-Reported Opinions About Food Safety Training (N = 346) Opinions No. Responses (%) (a) Most important characteristic of an effective food safety educator Experience as a traine 82 (27) Experience working in the retail food 72 (24) service industry Other 55 (18) Experience as a government regulator 46 (15) Degree in food science, environmental health, 42 (14) or related field Best way to make food safety training for retail food service worker Using activities and demonstrations 139 (46) Trainers who have experience with retail food 69 (23) service regulations Valid and reliable evaluation tools to assess 30 (10) the effect of training Having a packaged curriculum that includes 25 (8) training aids Other 21 (7) Offering food safety training in languages 17 (6) other than English Beliefs why retail food service workers do not attend training Think they already know how to handle food safety 172 (50) Not given leave by management to attend training 151 (44) Do not think training is important 138 (40) Not mandated by the local regulatory agency 139 (40) Cannot afford the training registration fee 130 (38) Cannot find training appropriate to their 67 (19) English language abilities Cannot find training appropriate to their 31 (9) literacy level Other 23 (7) Cannot find training appropriate for their 12 (4) skill level (a) Percentages do not always total 100% because of nonresponses and multiple responses where allowed. TABLE 4 Self-Selected Food Safety Training Needs Food Safety Training Need No. Responses (%) (a) Resources to effectively conduct food safety training Photographs, illustrations, and graphics 190 (55) PowerPoint slide sets 179 (52) Video clips 140 (41) Regulatory guidelines 111 (32) Fact sheets 103 (30) Media stories 104 (30) Case studies 101 (29) Evaluation tools 77 (22) Model forms and guides 77 (22) Collaboration with local health jurisdiction 69 (20) Audio aids 49 (14) Signs 46 (13) Packaged curriculum 35 (10) Posters 34 (10) Other 30 (9) Public service announcements and press releases 19 (6) Extension bulletins and reports 6 (2) Refereed publications and journal articles 5 (1) Which edits or modifications are important Jurisdiction regulations 208 (60) Agency contact information 157 (45) Agency logo 81 (23) Other 51 (15) Languages for food safety training materials Spanish 273 (79) English 218 (63) Chinese--simplified 181 (52) Chinese--traditional 165 (48) Vietnamese 151 (44) Korean 132 (38) Arabic 57 (17) Other 59 (16) Tagalog 24 (7) French 16 (5) Topics in which new food safety materials are needed Food preparation practices 225 (65) Hygiene 194 (56) Raw food handling practices 150 (43) Microbial hazards 129 (37) Ready-to-eat food handling practices 129 (37) Sanitation 122 (35) HACCP aids 93 (27) Food storage practices 93 (27) Food processing criteria 66 (19) Equipment and utensils 47 (14) Facilities 33 (10) Plumbing 36 (10) Chemical hazards 30 (9) Model forms and guides 31 (9) Other 19 (6) Physical hazards 8 (2) Waste 5 (1) Water 8 (2) (a) Percentages do not always total 100% because of nonresponses and multiple responses where allowed.
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Made from a linen blend, the Pocket Tunic is narrowed at the waist for a flattering fit. Featuring cap sleeves and two fabulously useful pockets, we think this tunic ticks all the boxes.
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AlexRenew to Host Two Vendor Outreach Sessions
You're Invited! Take advantage of an opportunity to learn about how to become an AlexRenew vendor and what it takes to win contracts with us. You're invited to attend two free public information sessions for businesses large and small.
The event will feature presenters from the City of Alexandria, Alexandria City Public Schools, DASH, and AlexRenew will discuss the vendor registration, bidding, and contract award processes as well as opportunities for Small, Woman, and Minority owned (SWaM) businesses.
April 26 – 9:30 a.m. to noon at the Patrick Henry Recreation Center, 4643 Taney Ave, Alexandria, VA 22304
May 17 – 9:00 a.m. to noon at the Nannie J. Lee Recreation Center, 1108 Jefferson St, Alexandria, VA 22314
Topics will include:
How to register as a City vendor
How to bid on solicitations
How to register for SWaM certification
Getting notified about new solicitations
The type of goods and services the City buys
The City's procurement process
Please bring your questions for our procurement team to answer. Light refreshments will be served.
For more information, contact email@example.com


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Russians scour wreckage for clues in plane crash that killed 71
Sefa Karacan/Anadolu Agency/Getty Images(MOSCOW) — Hundreds of emergency workers are combing through a field in deep snow on Monday for wreckage from a Russian passenger jet that crashed shortly after taking off from Moscow Sunday, killing all 71 aboard.
Saratov Airlines flight 703 was flying to the city of Orsk in central Russia but crashed minutes after leaving Moscow's Domodedovo airport, plunging into the countryside about 40 miles from the city, authorities said.
Russian authorities have confirmed the plane's 65 passengers, including three children, as well as six crew members, died in the crash, which left debris across a field close to the village of Stepanovskoye. A day of mourning has been declared in Orenburg, the region where Orsk is located and where many of the passengers were from.
Russia's Emergencies Ministry said Monday rescue operations at the site near Moscow had been called off and that the focus now was on recovering remains and debris from the crash as part of an investigation to determine what caused it. DNA analysis is being conducted to identify the remains of those killed.
Workers have found at least one of the plane's flight recorders. Russia's Investigative Committee, which handles serious crimes, said in a statement that the plane's data recorder, which preserves information like speed, altitude and direction, had been located. The search for the plane's cockpit recorder is continuing, the committee said.
The cause of the crash still remained unknown. Russian investigators have opened a criminal probe into whether negligence could have led to the crash but they have said they are still examining all possible versions, including weather conditions, technical failure or human error, among others.
Although terrorism has not yet been ruled out, police have suggested it is not being considered a likely cause.
The Investigative Committee, which is overseeing the crash investigation, said on Monday the plane had been intact when it fell from the air and had not been on fire, suggesting there was no explosion on board. The plane exploded on impact with the ground, committee spokeswoman Svetlana Petrenko said in a video statement.
Investigators have been questioning staff at the airline, as well as ground staff and air traffic controllers who handled the flight. The Investigative Committee said the flight's crew made no distress call before the crash or indicated they were in difficulty.
After takeoff from Domodedovo, the plane made a slight left turn and reached an altitude of 6,400 feet and a speed of roughly 345 mph before suddenly plunging to the ground in less than a minute, according to FlightTrader24, a Swedish internet-based flight-tracking service.
There had been no technical complaints against the plane, a 7-year-old Antonov AN-148 regional jet that is a high-wing aircraft with twin turbo engines, Saratov Airlines spokeswoman Elena Voronova told ABC News.
"The crew was experienced, the plane was reliable," she said.
Voronova identified the pilot as 51-year-old Valery I. Gubanov, who had 5,000 hours of flight experience, including 2,146 hours on the same kind of plane. She said the co-pilot, Sergey Gambarian, was also an experienced pilot.
The White House Sunday afternoon released a statement offering its sympathies for the crash. "The United States is deeply saddened by the tragic deaths of those on board Saratov Airlines Flight 703. We send our condolences to the families of those who lost their lives and to the people of Russia," the statement said.
No Americans are believed to have been aboard the flight, the U.S. State Department has said.
Russia's aviation industry still suffers from a reputation for poor safety, inherited from the 1990s when it was plagued by crashes often caused by slack maintenance, aging equipment and weak government oversight. Recent years, though, have seen a marked improvement, with many carriers now equipped with modern fleets that are well-serviced.
But the past few years have still seen some major disasters.
In December 2016, a Tupolov TU-154 jet belonging to Russia's military crashed into the Black Sea after taking off from Sochi for Syria, killing all 92 aboard, including members of a renowned army choir. In March 2015, 62 passengers on a FlyDubai 737 were killed when it crashed while landing in Rostov-on-Don.
In October 2015, 224 passengers and crew died when a bomb brought down a Russian charter flight operated by Metrojet while it was flying from the Egyptian resort Sharm el-Sheikh to Saint Petersburg. The Islamic State terrorist group claimed that attack.
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JULIANNE Moore gives this film everything she's got and it's still not enough to save it!
She's been Oscar nominated four times - as supporting actress in Boogie Nights and The Hours and as a best actress for The End of the Affair and Far From Heaven.
But, at 45, time is running out for her to mix commercial success with critical acclaim.
Adapted from his own novel by Richard Price, this 113-minute film is torn apart by director Joe Roth constantly veering unsatisfactorily between race drama and kidnap thriller.
And, while Moore endures enough anguish as Brenda Martin to equal a year in EastEnders, regular filmgoers will note that her suffering is also ludicrously similar to the plight of Moore's Telly Paretta in her 2004 flop, The Forgotten.
Samuel L Jackson (Lorenzo Council) tries to add some more class as the asthmatic cop investigating her stolen car, but he too ends up searching in vain for another big hit.
After last year's Batman Begins and King Kong, composer James Newton Howard has little to hang his latest score on.
Freedomland sounds like a political thriller, but takes its name from a derelict children's home which may or may not provide a clue to the central mystery.
It plays like a movie directed by a producer - which is exactly what Roth is.
In the past he's produced hits like Pacific Heights and While You Were Sleeping, but adding Freedomland to America's Sweethearts and Christmas With the Krumps suggests he should go back to his day job.


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Ryders Loops Black
The Loops looks good. Really, really good. It's great for biking too, which might surprise some given its casual appearance. Big lenses for light and wind protection, a wide frame to allow for fog-fighting airflow, and hydrophilic nose pads to keep them in place all make the Loops a perfect all-around performer.
Frame: Matte Black
Lens: Brown


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The credit restructuring process is the single most important process that can be applied to a contemporary credit portfolio, when only our main prior is customer's rehabilitation.
The process itself is simple, linear, and uniform across portfolio segments. Its implementation details, however, can get quite complicated, especially when they come into conflict with the established practices and systems.
In this article, we focus on the system quirks and data curiosities, that based on our experience, can appear during the whole process. According to our large number of portfolio datasets, there is a wide range of recurrent system quirks one may encounter.
Recording offers and terms
Operational systems may not record offer and terms in a way that can be used for analytics. Unsuccessful offers may not be recorded on the system. Thus, there is no guarantee that a full offer history will be maintained (it is not unheard of for the latest offer to overwrite earlier ones). Companies should make an effort to validate the scope of the information available.
Credit facility modifications, old and new accounts
Depending on the type of restructuring, an account may be modified "in place" or replaced by a new account. This new account may reside in the same system or in a different one, and the two systems may not even be aware of each other. More than one account may be subject to the same restructuring process, and may result in a single, merged new account after the restructuring. It is important to be careful over the transition to ensure all data is available and models are effective.
Other data curiosities
There are four common occurrences that originate in the handling of the restructuring process. The following examples are not exhaustive but act as a warning about the never-ending surprises lurking within portfolio management systems – no matter how well-designed and managed.
1. Payments and other transactions
When working with credit portfolios the transactions of interest are customer payments. Unfortunately, in some cases is not easy to distinguish between those and other transactions.
It is important to clarify systems' and portfolios' rules on balance transfers transactions. If they are indistinguishable from other payments, it is critical to set up commonly accepted business rules, on which transactions are to be designated as such.
This problem can require surprisingly complicated business rules to resolve. Thus implementing them consistently, requires to embed them in a common data warehousing and transformation infrastructure.
2. "Zombie" accounts
These occur when there is no consistency on when the original, non-restructured account is closed. For example where the account closure requires manual approval.
3. Unsynchronised data
Some systems may contain multiple, independent views of the portfolio they are managing. These should be automatically synchronised at all times, but problems will arise if, for any reason, they are not. This may happen, for example, if there is a delay in allocating payments received to the accounts they are repaying.
4. "Balloon" accounts
More than one account may result from a restructuring. This could be to isolate a part of the customer's debt that will be conditionally written off, or renegotiated, after the current agreement has been repaid. It is important to identify which is the actual restructured account to be monitored, and to decide what to do with the "balloon" account.


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At 10:15 AM 12/21/96 -0800, Terry Allen wrote: >Don't want to be pedantic, but this after all is a discussion of hypermedia >so we should get our terms straight. I *think* transclusion means inclusion, >not just of another document, but of an arbitrary segment of another document, >in Nelson's scheme all done by byte offset, but the key point is you're >pulling in a piece of something else. I think what the web does now with ><img> and <frame> is inclusion rather than transclusion. Nah. HTTP 1.1, and some HTTP 1.0 servers already allow sub-document addressing (mostly byte-range, but DynaWeb does structural chunking). Nothing in the WWW stops true transclusion at all.Received on Monday, 23 December 1996 08:47:43 UTC
This archive was generated by hypermail 2.4.0 : Friday, 17 January 2020 20:25:05 UTC


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The videos featured what appeared to be public sex in a wrestling ring and simulated rape, among other controversial images. Democrats criticized World Wrestling Entertainment entrepreneur Linda McMahon of Greenwich, who is running in a Republican primary for the right to face U.S. Sen. Christopher J. Dodd in the November 2010 election.
WWE's CEO through September, McMahon is still a director and member of the executive committee, according to the organization's website.
"As WWE chief operating officer, Linda McMahon presided over programming that showed simulated rape, public sex, and necrophilia, and now she wants to be our U.S. senator?" asked Democratic spokeswoman Colleen Flanagan. "People across this state, not to mention the millions of women who are the victims of sexual violence every year, would be horrified and embarrassed to know that the person who seeks to represent them condones this kind of behavior. That kind of programming has no place in our society, and Linda McMahon has no place in the U.S. Senate."
Within hours of the criticism, the videos, at WWE's request, were taken down Friday afternoon.
McMahon's spokesman, Ed Patru, said Dodd and his supporters should be more interested in improving the economy than worrying about professional wrestling.
"Every American understands the difference between scripted television entertainment and real life betrayal of trust by Washington politicians," Patru said. "It's stunning that Chris Dodd's apologists are more concerned with television programming that isn't real than the senator's record of taking every bit of special interest cash he can find, providing taxpayer-funded bonuses to executives he was supposed to regulate, and falling asleep at the switch while the entire country's banking system crashed."
Dodd largely stayed out of the controversy when asked by The Courant Friday afternoon in Hartford about McMahon.
"I'll let the Republican opponents deal with her on that," Dodd said.
Dodd said Connecticut residents are more interested in keeping their jobs and receiving better health care than they are about political battles and wrestling.
"There's going to be plenty of time for all of that," he said. "In the meantime, I've got my work cut out for me. People might find that interesting reading. They're frankly not interested who the Republican nominee for the Senate is. ... I'll worry about the Republican opponent next year when the time comes."


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Home > NRC Library > Document Collections > Generic Communications > Generic Letters > 1987 > GL87015
Policy Statement on Deferred Plants (Generic Letter No. 87-15)
UNITED STATES NUCLEAR REGULATORY COMMISSION WASHINGTON, D. C. 20555 November 4, 1987 TO ALL HOLDERS OF CONSTRUCTION PERMITS FOR A NUCLEAR POWER PLANT SUBJECT: POLICY STATEMENT ON DEFERRED PLANTS (GENERIC LETTER 87-15) The purpose of this letter is to provide you with a copy of a Policy Statement on Deferred Plants. The Policy Statement has been developed in order to provide you with the Commission's position regarding the quality assurance requirements, particularly the maintenance, preservation and documentation requirements for deferred plants, and to state how new regulatory staff positions will be applied to deferred plants that are reactivated. The Policy Statement does not include any new regulatory requirements. The NRC staff has applied the regulations and guides, listed in the Statement, to the deferral and reactivation of previously deferred plants. The Statement has been prepared to combine the regulatory requirements applicable to deferral and reactivation in order to provide a focus for this activity and a level of stability and predictability to the regulatory process in this area. Any questions regarding this statement should be directed to Theodore S. Michaels, U.S. Nuclear Regulatory Commission, Office of Nuclear Reactor Regulation, Washington, D.C. 20555, (301) 492-8251 Frank J. Miraglia, Jr. Associate Director for Projects Office of Nuclear Reactor Regulation Enclosure: Policy Statement on Deferred Plants 8711100431
Page Last Reviewed/Updated Friday, May 22, 2015


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Freezing-point depression in dairy products
Sugar lowers the freezing-point and prevents the formation of large ice crystals in ice-cream production.
The higher the sugar content, the greater the freezing-point depression.
Ice cream can have a velvety feel if the ice crystals are very small. It is important that it is cooled down fast in the first phase. This leads to the formation of more small ice crystals.
At -5°C around half the water in the ice cream has frozen.


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We prepare world citizens, characterised by their sense of responsibility and integrity. We help them become thinkers and effective communicators, with heightened international awareness.
On this foundation, we teach the Spanish and British curricular programmes, including International Programmes from Early Years to Sixth Form.
If you're interested in sending your son or daughter to Newton College and wish to learn more about our school, we'd love for you to explore our website where you'll find our tuition fees, admissions process and the daily timetable. You're also welcome to arrange a visit at your convenience.
When they're not in class, the students at Newton College are busy with extracurricular activities, sporting events, community work and school trips. You can find out what we've been up to and our upcoming events by visiting our latest news page and calendar.


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Edge of Reality: Hunter's Legacy Collector's Edition, Italiano
No video
Jun 2019
This game is English only.Big Fish Editor's Choice! This title was selected for its exceptional quality and overwhelmingly positive reviews from our Game Club beta testers. 4Friends Games proudly presents their next thrilling adventure in the Edge of Reality series! When your uncle mysteriously leaves you an old lighthouse in his will, you quickly go to investigate. But instead of answers, you uncover a secret heritage filled with magical creatures and their ties to your family! When a dangerous foe aims to destroy their world forever, do you have what it takes to help them before it's too late? Find out in this spell-binding Hidden-Object Puzzle adventure! See what our Beta testers had to say: "Absolutely exciting game that captures your attention right away! Great graphics and story line with terrific voice overs. This is a MUST buy." - Miranda, beta tester "Excellent Game!!! Vibrant color! Fantastic story line! Believable characters! The setting is superb and appropriate to the story. EVERYONE will love this one!!!" - Daniel, beta tester Jun 24, 2019
Edge of Reality: Hunter's Legacy Collector's Edition
Use the Cube to help you capture the creatures from the underground!
Uncover secret identities and motives.
Learn about the creatures' origins through Casey's comic book.
Get soundtracks, wallpapers, and screensavers.
Try the integrated Strategy Guide!
Ghost Towns: I gatti di Ulthar
Esplora la strana città di Ulthar!
Witches' Legacy: Slumbering Darkness Collector's Edition
The legacy of the witches continues…
Detective Quest: La scarpetta di cristallo
Trova l'amore perduto del principe in una terra magica e lontana!
Echoes of the Past: La vendetta della strega Edizione Speciale
Salva il Regno di Orion dalla perfida strega!
Redemption Cemetery: The Island of the Lost Collector's Edition
Are you trapped here forever?
Time Mysteries: Spettri antichi
Sconfiggi la malvagia strega Viviana!
Royal Detective: The Last Charm Collector's Edition
In a world beneath your own…
Mystery Trackers: L'isola nera
Esamina l'Isola Nera!
Dark City: Munich Collector's Edition
Are werewolves lurking in Munich?
Memoirs of Murder: Resorting to Revenge Collector's Edition
When luck turns deadly...
Mystery Tales: Art and Souls Collector's Edition
A father's love knows no bounds…
Gardenscapes: Mansion Makeover
Trasforma l'ingresso della casa in un capolavoro!
Grim Facade: The Black Cube Collector's Edition
A sacrifice must be made.
Christmas Stories: Alice's Adventures Collector's Edition
Return joy to the world!
Enchanted Kingdom: The Secret of the Golden Lamp Collector's Edition
The genie's magic won't be denied…
Living Legends: La rosa di ghiaccio
Edward è incappato in una tragedia!
Saga of the Nine Worlds: The Four Stags Collector's Edition
The Nine Worlds are in peril!
Demon Hunter V: Ascendance Collector's Edition
Solve the mystery of the Museum of Mysticism and Monstrosity
Aiuta Joe a rivitalizzare la sua fattoria!
Haunted Legends: Faulty Creatures Collector's Edition
Can someone truly conquer death?
Spirits of Mystery: Whisper of the Past Collector's Edition
Run from the Dark Reapers!
Bonfire Stories: Heartless Collector's Edition
Death arrives in the red mist.
Paranormal Files: The Hook Man's Legend Collector's Edition
When history returns with a vengeance…
Nevertales: Hearthbridge Cabinet Collector's Edition
Taleworld is in danger!
Mystery of the Ancients: La magione dei Lockwood
Svela il segreto della magione dei Lockwood!
Halloween Chronicles: Monsters Among Us Collector's Edition
They're not just scary stories...
Haunted Legends: Twisted Fate Collector's Edition
Time itself is in danger!
The Christmas Spirit: Mother Goose's Untold Tales Collector's Edition
Fairytales have a dark side.
Redemption Cemetery: The Cursed Mark Collector's Edition
He's been lying in wait...
Grim Tales: Guest From The Future Collector's Edition
Is this the end of the Grays?


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A definition of abuse would read something like this: "To separate the child from others or to cut the child off from normal social experiences which results in extreme aloneness"
Isolating is not only a form of abuse, it is also a method by which an abuser 'grooms' his or her victim or ensures that the victim is separated from help and from potential witnesses.
Isolating is: keeping a child away from family and friends.
» leaving child in room unattended for long periods
» keeping child/victim away from family
» not allowing person to have friends
» not permitting person interaction with others
» keeping child away from other parent if separated
» rewarding person for withdrawing from social contact (and discouraging/punishing contact)
» ensuring adult/child looks and acts differently than peers
» isolating child/person in closet
» insisting on excessive studying and/or chores
» preventing youth/child/adult participating in activities outside the home
» punishing youth/others for engaging in age appropriate social experiences
FACT: Isolating emotional abuse has had the lowest rate of substantiation of any of the types of emotional abuse (Kairys, 20022).
Isolating as Abuse
Isolating a child prevents them from checking out what social 'norms' are and is yet another way for the abuser to maintain power over the victim. If a child – or adult – is suffering abuse, the abuser needs for their actions to be secret. Isolating is a way of maintaining this secrecy.
Remember: knowledge is power. So keeping your victim away from knowledge will keep them powerless.
Isolating as a form of Grooming
An abuser chooses a victim who is isolated and therefore less able – and likely – to report his or her actions. Often a person will have few friends and family and the abuser encourages this and increases the amount of isolation.


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Watch Iggy Azalea Shake Her Booty
Iggy Azalea is dropping her new single "Mo Bounce" Friday, March 24th. Iggy will drop a visual with the song and today she gave us a teaser. The video looks to be Iggy's most revealing yet, with her showing off her twerking talents. Peep gifs from the video below.
Iggy Azalea's new music video is coming on Friday! #MoBounce pic.twitter.com/Y9hjHwMzMB
— IGGY AZALEA SOURCE (@IggySource) March 22, 2017
What is our girl about to do? THAT#MoBounce pic.twitter.com/yAjlxJgn24
— Luis (@LuisUnleashed) March 22, 2017
#mobounce get ready yall pic.twitter.com/efqMDgQeq1
—  (@aricnators) March 22, 2017
#MoBounce this Friday!! pic.twitter.com/VWfiaXLTd3
— Iggy.azalea2017 (@iggazaleans2016) March 22, 2017
RT IF YOU'RE EXCITED FOR @IGGYAZALEA's NEW SINGLE + MUSICVIDEO COMING THIS FRIDAY! #MOBOUNCE pic.twitter.com/7cHruu9GYW
— IGGY AZALEA DAILY (@IADaily) March 22, 2017


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by Katharine Hansen, Ph.D.
Have you read The Top 10 Things You Need to Know about E-Resumes and Posting Your Resume Online?
E-resume, or electronic resume, is a broadly used term that covers several types of resumes. Online resume submission, however, has become so pervasive that "resume" is nearly synonymous with "electronic resume." The way a resume is intended to be delivered to its recipient determines the technological approach you should take to the resume's preparation. This article describes the most common types of e-resumes and offers some general guidelines on how to create them.
Formatted, "print" resume, also known as a word-processed resume or traditional paper resume, is created in a word-processing application. Microsoft Word is the most widely used and is advisable to use for that reason. If you are sending your formatted, print resume as an attachment to an e-mail message, it is inadvisable to use a program other than Word. File extensions for formatted, print resumes include .doc and .docx. Even though most Word users can now open .docx files, it may be best to save your Word resume with a .doc extension for the remaining users who cannot open .docx. Common delivery methods for the formatted, print resume include regular postal mail, faxing, hand-delivery (such as in a networking or interview situation, or at a career fair), and e-mail attachment. A few words about Rich Text (.rtf): Once a popular format for resume submissions, .rtf is almost never requested by employers anymore. and should not be used unless you are using a word-processing application that does not enable you to convert a file to .doc format. Looking at a resume file in .rtf also gives you a glimpse into what many employers initially see since some applicant-tracking software converts resumes to .rtf to perform searches on it, says Dawn D. Boyer, M.Ad.Ed., of DBoyer Consulting.
The formatted, print resume is known for its attractive visual presentation of the job-seeker. For that reason, it is especially useful outside the sphere of electronic delivery -- in networking situations, at career fairs, in job interviews, and on the rare occasion when an employer requests a resume via postal mail or when you want to get extra attention by submitting your resume both electronically and by postal mail. When sent as an e-mail attachment, however, its formatting may appear inconsistently from computer to computer, and it is vulnerable to viruses. Worse, the formatting probably won't translate well to the employer's Applicant Tracking System (ATS) software. "Lines, graphics, fancy bullets, text boxes, tables, and graphics (logos) ... are the issues the ATS programs encounter when uploading a resume into a company's resume database," Boyer notes. Don't send a formatted, print resume as an attachment unless (a) you're sure it's the employer's preference, (b) you also provide another alternative, preferably your text-based resume pasted into the body of an e-mail message, or (c) you've stripped the resume of all but the most basic formatting.
Text resume, also known as a text-based resume, plain-text resume, or ASCII text resume, is the preferred format for submitting resumes electronically. A text resume, which carries the .txt file extension, is stripped of virtually all its formatting and is not especially visually appealing, which is OK since its main purpose is to be placed into one of the keyword-searchable databases that the vast majority of today's large employers now use. The text resume is not vulnerable to viruses and is compatible across computer programs and platforms. It is highly versatile and can be used for:
- Posting in its entirety on many job boards.
- Pasting piece-by-piece into the profile forms of job boards, such as Monster.com.
- Pasting into the body of an e-mail and sending to employers.
- Converting to a Web-based HTML resume.
- Sending as an attachment to employers, although you'll probably also want to send your formatted version.
Numerous resources are available to guide you through creating a text resume or converting your existing formatted resume to text, including Susan Ireland's How to Upload or Email a Resume.
You can see what a typical text resume looks like in this sample text chronological resume.
Portable Document Format (PDF) resume offers the advantages of being completely invulnerable to viruses and totally compatible across computer systems (requires Adobe Acrobat Reader software, a free download, to be opened and read). Have you ever noticed that when you send a resume (or any document) as an attachment from your computer to someone else's computer, it sometimes doesn't look the same on the other person's computer as it did on yours? Maybe it has more pages on the other computer, or maybe Page 2 starts at the bottom of Page 1, or maybe the fonts are different. A resume converted to PDF, which carries a .pdf file extension, looks virtually identical to the original document from which it was created, thus preserving the resume's visual appeal, and it also appears consistently from computer to computer. Many employers specifically request PDF resume files.
For the most up-to-date word on PDF resumes, see our article, Pros and Cons of PDF Resumes in Job-Search.
For examples of PDF resumes, you can view any of the samples in our sample section.
Web resume, also known as an HTML, Web-based, or Web-ready resume, is advantageous in a number of ways:
- Employers can access your resume 24/7. If you're talking on the phone with an employer in another city who wants to see a copy of your resume, you can simply refer the employer to the Web address where your resume resides.
- Resumes published on the Web, which often carry the file extension .html or .htm, enable passive job-seeking because employers sometimes find your resume on the Web using various search mechanisms.
- A resume published on the Web can be expanded into a Web portfolio that includes links to work samples (written work, graphic design, other Web pages you've designed, photographs, reports, etc.) that can demonstrate your skills to employers.
- If Web design is a career you are pursuing, a Web-based resume can show off your design skills.
The only catch to having a Web-ready resume is that you need to have a place to host it and a means to publish it. The most likely candidates for Web-based resumes are those who already have their own Web pages or access to Web space. For example, many universities provide Web space for their students. But even if you don't have your own space, you can still use a Web-ready resume. Some Web sites offer free Web-space hosting. Check also with your Internet service provider to see if Web hosting is included in available services.
Learn everything you need to know about creating a Web resume or converting an existing resume to a Web resume in our article, A Web-Ready Resume Can Be a Major Advantage in Your Job Search.
Check out these samples of Web-based resumes.
Do not confuse a Web-ready resume with one that can be posted on job boards, such as Monster.com. Most job boards explicitly prohibit HTML resumes.
Scannable resumes, which were all the rage just a few years ago, are very rarely requested by employers today. Why? Because a scannable resume is basically a print resume that the employer turns into an electronic resume by using Optical Character Recognition (OCR) software and then placing it into a keyword-searchable database. With the growth of e-mail as a mode of communication, employers soon asked themselves, "Why are we going through the extra step of scanning hard-copy when we could have resumes e-mailed to us and place them directly into databases without having to scan them first?" A former student of mine who had entered the human-resources field once told me that resumes e-mailed to his company could enter the database in a matter of days, while a resume that had to be scanned could take up to three weeks to be placed in the database because of the extra labor involved.
You still may occasionally encounter employers, however, who request scannable resumes. The rules for scannable resumes are virtually the same as for text resumes except that scannable resumes are generally printed out and sent by fax or postal mail. They can also be sent as e-mail attachments. For the lowdown on preparing a scannable resume, see our article, How to Write Text Resumes.
Final Thoughts on E-Resume Formats
Boyer summarizes well why applicants need a good understanding of these resume formats: "Job-seekers must understand -- recruiters may be dealing with as many as 200-400 resumes for a single job; they are NOT going to bother with any resume that doesn't easily convert over into their system," she notes. "Text formatting and the MS Word Document (.doc) allows easier search capabilities within the ATS -- so should be a standard for any/all job-seekers for resumes." PDF resumes, print resumes, and Web-based resumes, while problematic for online submission, have their uses, as well.
Questions about some of the terminology used in this article? Get more information (definitions and links) on key college, career, and job-search terms by going to our Job-Seeker's Glossary of Job-Hunting Terms.
And take advantage of all of our free resume resources, including articles, tutorials, quizzes, and much more!


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Happen to have all the ingredients to hand and teenagers studying for exams and complaining re lack of snacks. So will give this a try. Thanks for the inspiration.
Easy Cheesy Muffins & Food Revolution Day
Prep Time:15 mins, Cook Time: 15 - 25 mins, Total Time: 30 - 40 mins
May 13, 2014
It's an issue dear to my heart and the very ethos and passion behind Eat Your Veg. As you know I've been cooking with my own kids since they were toddlers and now they're four and five they're surprisingly familiar with making a whole variety of soups, stews, pasta dishes, bakes and cakes with me. They're always interested in what we make together, taking a very active part in anything they can and asking lots of questions. Sometimes too many!. And increasingly asking if foods are healthy for them, yay, I'm doing something right!.
I also work in my local primary school running healthy cooking from scratch sessions with years 1 to 6 children, which seems a little like my own wee food revolution! We've made anything from Bread Tarts, Healthier Sandwich Fillings and Guacamole to Chocolate & Beetroot Brownies or Minestrone Soup, current themes, projects and curriculum depending. There's also been several healthier foods taster sessions and a six week healthy lunchbox project last term. Tomorrow it's a World Cup theme with Years 3 – 6 and we're making Veggie & Bean Burritos with Tomato Salsa. The recipes for which will be posted shortly. I love my work at the school, about as much as the kids love cooking which says a lot! I'm looking forward to branching out to other local schools in the very near future, as well as running a few private kids cook sessions. It's truly heartwarming to see the interest and intrigue from such young ages, and each week I'm staggered at the variety of foods I get the kids to taste and cook with. I'm always apprehensive they'll try them and consistently bowled over by how adventurous they actually are!. Kids are great and truly are our future. So if you haven't done so before take the plunge, ignore the mess and get your littlies in the kitchen and make your own food revolution. I can virtually promise you they'll love it!
As for today's recipe, it's Easy Cheesy Muffins. We love a savoury cheesy muffin round here, probably more than a sweet bake or cake, my kids both being cheese fiends. And me being me I can't help but throw a few sneaky veggies in for added nutrition and I always use half spelt flour (or wholemeal if you cannot source) too. In this recipe I've used a mix of tomatoes, sweetcorn and spinach, but you could use grated carrot or courgette, finely chopped peppers, cooked broccoli or cauliflower florets or even a few peas. I deliberately used spinach as it's a veggie my kids would not normally eat, but when baked in such a delicacy they don't bat an eyelid. And it's always good to remind them at a later fussy moment!.
Muffins are a great little make for the littlies in your life, lots of whisking, stirring, dolloping and cheesy sprinkling action. And pretty healthy to boot. Great to serve as a snack or as part of lunch or dinner. Or pop into a lunchbox or take on a picnic. And they freeze perfectly too.
And just before I go here's my first ever video on Eat Your Veg! Just a minute of a camera-shy Jacques dolloping the muffin mix on one of our Friday afternoon baking sessions, believe me he's not normally this quiet. Watch out for more in the next few weeks, maybe even I'll get it together to get behind the camera myself!
I'm entering my Cheesy Muffins to a couple of bloggie challenges:
1) Firstly to my very own Family Foodies which I host with Vanesther over at Bangers and Mash. This month Vanesther's hosting and the theme's Cheap and Cheerful.
2) To Fuss Free Flavour's and Utterly Scrummy's Extra Veg event as these are a great way of getting more veg into little, and big, tums. This month Shaheen over at Allotment 2 Kitchen's taking over the hosting.
Sweetcorn, Spinach, Tomatoes, Cheese, Spelt Flour
Great For:
A Finger Food for Older Babies, Toddlers, Big Kids, Grown Ups, Picnics, Lunch, Lunchboxes, After-School Snacks, Baking with Kids, Birthdays, A Side for Soup
Makes 24 mini-muffins or 24 ordinary sized. Vary your veggies! Use whatever you happen to have, grated carrot or courgette also work, as do finely chopped peppers, peas or cooked broccoli or cauliflower florets.
Special Equipment:
2 x small 12 piece cake tins or a 12 piece ordinary muffin tin lined with paper muffin or cake cases
Easy Cheesy Muffins & Food Revolution Day
Ingredients Prep Time:15 mins, Cook Time: 15 - 25 mins, Total Time: 30 - 40 mins
85g butter
2 medium eggs, free range
250ml semi or full fat milk, preferably organic
3 tomatoes, diced, about 180g
140g mature Cheddar cheese, grated
140g spelt or wholemeal flour
140g white self-raising flour
1 heaped teaspoon baking powder
1 teaspoon English mustard powder
1 large pinch black pepper
120g sweetcorn kernels, frozen and thawed or tinned
2 large handfuls spinach, washed and dried
1) Preheat your oven to 200ºc/180ºc fan/Gas Mark 6.
2) Melt the butter in a microwave, set aside to cool for a few minutes.
3) Grab a small child if you have one and get them to lightly whisk the eggs together with the milk, followed by the slightly cooled butter. Set aside.
4) Dice the tomato fairly finely, even a very young child can do this with a safe toddler knife or a plastic serrated lettuce knife. Set aside.
5) Grate the cheese and set aside, unless you have a child-friendly grater or an older child this is best done by an adult.
6) Into a large bowl get them sieving the flours, baking powder and mustard. Stir together with the black pepper.
7) Make a well in the middle of the flour and stir in the egg, milk and butter mix. Stir in the tomatoes, two thirds of the cheese, sweetcorn and spinach. Kids really love this bit!
8) Dollop the mixture into the paper cases with a spoon. Sprinkle the remaining cheese over the tops.
9) Place in the pre-heated oven for 15 minutes for small muffins or up to 25 minutes for larger ones.
You might also like:
11 thoughts on "Easy Cheesy Muffins & Food Revolution Day"
Madeleine Morrow↓
London Unattached
fab! I love the look on jacques' face – so serious about it all!↓
I'll have to make these with Cooper, they sound and look super. hope Cooper has that kind of chance to cook at school.↓
Morgan @ Peaches, Please
Jacques is just so adorable. I love how cooking with children is a full contact, hands on kind of event. The cheesy muffins look super tasty too!↓
I ADORE savourty muffins and these look like winners Lou! I also love to see Jacques in the cooking shots too!↓
I ADORE savoury muffins and these look like winners Lou! I also love to see Jacques in the cooking shots too!↓
Ren Behan
Yay gorgeous post, photos and video. I've mentioned you in my post, too. Enjoy FRD on Friday!↓
Bintu @ Recipes From A Pantry
Your little helper is so sweet. I love how seriously he is taking this. I will link to this post in my next FRD2014 post.↓
Vanesther - Bangers & Mash
Your cheesy muffins look fantastic and love the video of your chief dolloper – just so cute and his locks are to die for! Great entry too for this month's Family Foodies challenge – thanks Lou 🙂↓
Oh your little helper is so adorable and looking so serious too 🙂 I keep meaning to make some savoury scones or savoury muffins, hope to get round to it some time soon. These look so good. Thanks for sharing for Eat Your Veg.↓
I' can't seem to download your picture for my round up, is it possible you can e mail a version to me at firstname.lastname@example.com
Thanks, Shaheen↓


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So farewell then, Lord
Fraud Freud. You threw thousands – millions? – of people into the threat of debt and destitution by inflicting the bogus Work Capability Assessment on the sick and disabled, and the Bedroom Tax on people who'd had no influence on the accommodation allocated to them by a social housing provider.
He based these policies on nonsense and defended them with nonsense.
And now he is retiring to his eight-bedroom mansion, having inflicted financial misery on the masses for having an extra bedroom.
He will not be missed, but he should be remembered.
A key architect of the Tories' welfare cuts is retiring after more than six years in the job.
Lord Freud is the only minister who has stayed at the Department for Work and Pensions since David Cameron reached Downing Street.
The privately-educated great grandson of Sigmund Freud, a City investment banker for 20 years, advised Labour on welfare reform before joining the Tories as a peer in 2009.
During his time he defended hated policies including the bedroom tax and £30-a-week cuts to disability benefit Employment and Support Allowance (ESA).
Asked if he could relate to people on benefits, he once said: "You don't have to be the corpse to go to a funeral."
Source: Tory welfare reform minister retires after more than six years – Mirror Online
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Schmick's Job Fair
Add to my Calendar Get DirectionsPrint This Event
#39;s, and others. The gaming division includes the renowned Golden Nugget Hotel and Casino concept, with locations in Las Vegas and Laughlin, NV, Atlantic City, NJ, Biloxi, MS, and Lake Charles, LA. The entertainment and hospitality divisions encompass popular destinations, including the Galveston Island Historic Pleasure Pier, Kemah Boardwalk, Aquarium Restaurants, and other exciting attractions, coupled with deluxe accommodations throughout the Houston and Galveston area, including the Westin Hotel in downtown Houston, the Kemah Boardwalk Inn and Luxurious San Luis Resort, including the Hilton and Holiday Inn located on Galveston Island. We need high caliber, experienced individuals to join our organization. If your skills and talents are a match for our needs, we can open the door to career opportunities. * Career Opportunities Available -- Join our team as a server, bartender or cook and you can quickly work your way into our Supervisor Growth Program. Promotions possible within 6 months of employment and successful completion of our hourly training programs! * EOE
- Start:August 17, 2018
- End:August 17, 2018
- Where:Schmick's Town and Country, 791 Town and Country Blvd., Suite 160, Houston, Texas, United States, 77024
- Phone:N/A
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Read My Links
Three thousand miles from Silicon Valley, in the northwest Philadelphia suburb of Conshohocken, the New Economy is humming along inside a relic of the Old Economy, a tire factory that's been converted into an office complex. At the rear of the building, behind a set of swinging glass doors, down a hallway, and up a short flight of stairs are the Spartan, white-walled headquarters of BeyondBooks.com, a purveyor of online middle school and high school curricula. There's no sign, no receptionist, no art on the wall, just a cluster of cubicles under a ceiling of exposed pipes painted white. Within these work stations, a couple dozen techies in T-shirts and jeans quietly tickle computer keyboards, taking the occasional kitchen break to dig into an oversized communal pretzel barrel.
BeyondBooks.com President and CEO James Cassano sits in a conference room furnished with a table and a few purple chairs. Sporting weekend wear—short sleeves and khakis—that's only slightly dressier than the grunge look of his employees, Cassano peers through metal-rimmed glasses at a computer screen. At 54, he has the round face, ruddy complexion, and ready smile of success. Not long ago, Cassano was a high-flying executive in the world of pinstripes and plush office suites. Armed with a gold-plated MBA from the Wharton Business School, he had climbed the corporate ladder to its top rungs, socking away plenty of cash for retirement along the way.
In 1998, however, Cassano hung up his suit and bet some of that money on the launch of BeyondBooks.com. The company, he believes, is selling what teachers want: customized curriculum that sorts through the World Wide Web's clutter, packages the best information, and pipes it into schools via the Internet. "We're developing a totally new mechanism so teachers can use the Web like never before and explore subjects to the level and depth they want to," Cassano says, now on the edge of his seat. "We're really trying to revolutionize the way education is delivered in the classroom."
From his computer, Cassano pulls up a report and announces that last spring, 954 schools were signed up for a free trial of BeyondBooks.com. By late summer, that number had climbed to 2,400. Now in its third year, the company is making big plans. This fall, it will increase the number of its curriculum packages from five to 30, launch a $4 million marketing campaign, and, for the first time, charge schools for its curriculum. Not far from company headquarters, meanwhile, a New Jersey school is about to put the company's product to the ultimate test, ditching textbooks completely in favor of the online curriculum. In short, Cassano will learn a lot in the coming year about whether he can start an education revolution and make money at the same time.
If the answer is yes, this Internet upstart may signal big changes for the way kids learn. For years, America's textbook publishing industry has been under attack; its mammoth tomes, critics say, are expensive, perennially outdated, and deadly dull. Internet-based curriculum, meanwhile, offers an alternative whose strengths, at least in concept, answer the textbook's weaknesses.
But before BeyondBooks.com can take on the giants of textbook publishing, it has to weather the shakeout that almost daily is putting Internet companies out of business. The K-12 market is cluttered with online companies—including other curriculum providers—and each dreams of making a killing by putting the Internet to work for the nation's 100,000 schools. But for now, it's a race for survival, and in a remote warehouse in Conshohocken, there are 45 techies and educators heeding the sirens' song.
BeyondBooks.com is not Cassano's first foray into e-commerce. Early in his career, he did a brief stint as vice president of Safeguard Scientifics, a $3 billion-a-year Pennsylvania company that underwrites, develops, and operates high-tech ventures, including Internet infrastructure companies. And in the mid-1990s, he transformed a failing company into a dot-com Wunderkind. Named CEO of a struggling corporation that developed box office software for performing arts organizations such as the Boston Ballet, he moved it into the ticket-sales business. Then, after raising tens of millions of dollars from venture capitalists and institutional investors, he acquired one ticket company, merged with another, and took the firm online as Tickets.com, now one of the nation's largest ticket retailers. When the company relocated from New Jersey to California in February 1998, Cassano opted for early retirement and a pile of Tickets.com stock.
Beyondbooks.com emerged not from such wheeling and dealing but from Cassano's pro bono work. About a year before retiring, Cassano joined the board of directors of the Independence Hall Association, a Philadelphia nonprofit that publishes American history materials. The group wanted to expand online, and Cassano helped adapt its offerings to the hyped-up world of the Internet. The resulting Web site redesign was a hit; one of its most popular additions was a virtual tour of Betsy Ross' house and a biography that included details of her romantic life. Traffic grew from a few thousand hits in 1995 to 6 million in 1998—then six times the number recorded at the Museum of Modern Art's site, Cassano likes to note. The visitors, mostly young students and their parents, begged for more; quality, in-depth American history material was scarce, they complained.
Cassano heard similar grumbling about the Internet from others: His wife was a veteran secondary English teacher, and both his brothers had married schoolteachers. Meanwhile, he was working with a slew of scholars on the Web site, and he began thinking about how to use the Internet to give even more students direct access to U.S. history experts. "One thing that didn't exist was a way to bring true scholars into the classroom," Cassano explains. "And at Independence Hall, we were dealing with scholars editing the papers of Benjamin Franklin who were fascinating and could regale people with stories that make history live."
Cassano was also attracted to the idea of doing good while making a buck. His parents, who were first-generation Italian immigrants, had put a premium on his own schooling. "It was the time to start giving back to the things that had contributed to my success," he explains.
Eventually, Cassano decided to start a new company. "I had the [Tickets.com] stock," he explains. "If this didn't work, I had something I could fall back on. And it was time to take a risk." Together with eight other investors, Cassano fronted $500,000 for the startup and then tapped two fellow Independence Hall directors to help him get it off the ground: Jonathan Schmalzbach, a crossword puzzle master and computer game creator, and Doug Heller, a Web consultant with experience editing history books. On July 1, 1998, New Forum Publishers Inc. was founded and its first venture, BeyondBooks.com, was born.
The idea to make the infant company more than an Internet conduit between students and experts came from teachers. Eager to kick around his ideas with educators, Cassano called Lois Heist, social studies coordinator for the Tredyffrin-Easttown district in Pennsylvania, where his two grown children had gone to school. Heist was intrigued and arranged for Cassano to meet a couple dozen history teachers over several months.
Conestoga High teacher Richard Gusick remembers the first of these meetings well. It was early July, and he and a handful of other teachers had gathered for a curriculum workshop. In walked Cassano and Heller with a laptop and a nifty spiel about the company. Logging onto a mock Beyondbooks.com site, they surfed through links to experts, museums, and other resources on America from colonization through the Revolution.
Watching the demo, the teachers were impressed to see how the wild and woolly Internet could yield an orderly exploration of history from various points of view. "I think that multiple perspectives are important," Gusick says, "and there are only so many of those perspectives that a textbook on the whole of U.S. history is going to be able to include in one chapter on the taming of the West."
Gusick also came away convinced that Cassano and Heller had found a way to capture the interest of hard-to-reach kids. "They were trying to reach that student that just didn't get turned on by traditional classroom learning," he says. "They weren't really talking about it for an Advanced Placement student, but the student who gets missed somehow, who finds textbooks boring."
Though Gusick and the other teachers liked what they saw, they urged Cassano and Heller to do more. They complained that surfing the Internet to compile class material took too much time. Couldn't BeyondBooks.com come up with an Internet curriculum?
From this conversation and those that followed with other Tredyffrin-Easttown teachers, BeyondBooks.com fashioned the curriculum packages that it sells today. With each, teachers log onto the BeyondBooks.com Web site and drop in a password. The curriculum for all subjects is divided into roughly 12 segments, or what teachers might call units. Each segment begins with an introductory page with eye-catching artwork and pithy text. The opening page for an English literature segment, for example, features a photograph of original script from a 10th-century biblical poem accompanied by text written as if it were from the Middle Ages: "Welcome thou, fair gentles, to our program on Ballads and Moor Monsters." The page leads to chapters on alliteration, Chaucer, interpretations of Beowulf, and medieval attitudes toward life, among others.
Schmalzbach, the crossword puzzle master who is also BeyondBooks.com educational producer, says the company puts a premium on good writing. Each chapter includes a summary of the topic that's 400 to 800 words written by one of 40 East Coast educators on contract—K-12 teachers as well as community college and university professors. The emphasis, Schmalzbach says, is on storytelling. A chapter on the civil rights movement, for example, opens: "On a cold December evening in 1955, Rosa Parks quietly incited a revolution—by just sitting down. She was tired from shopping as she stepped onto the bus for the ride home ... ."
"This is not textbook language," Schmalzbach contends. "'She was tired from shopping'—I think this kind of writing has great resonance."
Chapters are also sprinkled with "go there" buttons that take students to primary sources, chat sessions with experts, archival photos and illustrations, and other Web sites. The links are vetted by BeyondBooks.com's "Web Wranglers," a dozen kids with newly minted degrees from college or graduate school who surf the Internet for complementary sites and rank them according to quality and currency. A chapter on the tobacco trade in 17th-century Virginia, for example, features links to a New York Public Library study of the industry's cultural influence, a letter from a colonial physician about the weed's medicinal benefits, and photos of a warehouse where the harvested plant was stored.
Such packaging of the Internet is exactly what teachers need, says Heist, now the Tredyffrin-Easttown curriculum director. "I think all of us are continually looking for ways to help kids access good information; the problem is determining what good information is. And that is a small part of the beauty of BeyondBooks.com."
Teachers in Tredyffrin-Easttown use the online curriculum, but only as a supplement to textbooks. And Cassano claims that's by design. "We're not trying to replace textbooks," he explains. "We're really trying to complement what teachers are using in the classroom."
Still, Cassano and his staff regard textbooks as their primary competition. And they should, given the potential advantages of online curriculum vs. paper-and- cloth texts. Textbooks, for example, are expensive; it costs up to $35 million to publish a new series, and schools pay as much as $76 a copy. Worse, the books become dated quickly. BeyondBooks.com, meanwhile, spends "in the low six figures" to develop a curriculum package, according to Cassano. Each is sold as an annual subscription for between $1 to $10 per student, depending on the package. When presidents change or new galaxies are discovered, BeyondBooks.com staff updates text with a few strokes of the keyboard.
Money and timeliness aside, online curriculum's content may pose the strongest challenge to textbooks. Stultifying prose is endemic to textbooks, according to critics. In a 1998 New York Times Review of Books essay that ripped the textbook industry, author Alexander Stille argued that publishers are "paralyzed" by the demands of the multicultural left and the conservative right. "Each paragraph," he wrote, "is a carefully negotiated compromise, making it virtually impossible for a textbook to have a distinctive voice, not to mention humor, moral outrage, or evocative prose."
Stille and others also blast publishers for tailoring texts to meet the demand of Texas and California, which together buy one-fifth of the nation's textbooks. Florida also gets publishers' top priority, as it's the third- largest state that adopts textbooks for all its schools.
BeyondBooks.com is guilty of some of the same geographic bias. Like the textbook publishers, it caters to states with big markets. Of 2,400 schools signed up for the curriculum's free trial, 700 are in Texas. And while the company plans to tailor its content to standards in every state, it has focused first on the Big Three: Texas, California, and Florida.
Still, the relatively cheap cost of producing Internet-based curriculum gives companies like BeyondBooks.com flexibility to meet the demands of all its customers, not just those in large markets. There's little to stop a company like BeyondBooks.com from selling regional or state-specific versions of its material—something that is prohibitively expensive for the textbook industry. And because links can be added ad infinitum, an Internet curriculum package can highlight multiple perspectives without shortchanging central themes.
Some teachers who have tested BeyondBooks.com's curriculum say it excels at exactly what textbooks fail to do. "Textbooks will take a historical fact, then, depending on the writers, give you their spin on it," says Rachmiel Tobesman, director of the Child Care Access Center of Maryland, a Baltimore- based resource and day-care center for children of broken homes. "BeyondBooks.com is not predigested for students. It uses primary documents, giving children a lot of the unfiltered stuff. It gets them thinking, What if ... ."
At Rosa International School in Cherry Hill, New Jersey, the BeyondBooks.com free trial went so well that 200 8th grade students will ditch textbooks completely this fall and use the company's U.S. history program as their official text. The range of BeyondBooks.com's curriculum impressed teachers, says principal Tammy McDonald. "We try to look at things in a larger scope; when studying the Depression, we look at similar events in other countries. Textbooks would limit our study because all they talk about is the United States."
McDonald, for one, is a BeyondBooks.com convert. "The flexibility, the open access to information, the ability for it to change over time and not be stagnant like a book, and the fact that kids can get it at home—it's incredible," she adds.
Of course, not everyone is ready to write off the textbook. Gilbert Sewall, director of the independent American Textbook Council, which critiques textbooks, contends that the cyber alternative so far is "a lot of promotion, ad copy, and hype." Sewall forecasts a turbulent market for Internet curriculum over the next decade. "But in the meantime," he adds, "3 million teachers are going to begin each school year and buy new textbooks if they can and use old ones if they must."
BeyondBooks.com itself is by no means a sure bet to survive the shakeout. The company's curriculum is cheap, but in poor, inner-city districts, the annual subscription could still be too pricey. Last year in Baltimore, for example, funding was so tight that kids were using textbooks that predated man's landing on the moon.
The company also may have trouble convincing teachers that its product is top-notch. Cassano's assembled a star-studded board of directors chaired by former Williams College president Harry Payne, but he's hired everyday teachers to write text, not the academic luminaries often favored by many big publishers. Nor are teachers guaranteed to love the curriculum's whiz-bang Internet features. When a BeyondBooks.com sales representative pitched the company's wares to Friends' Central School in Wynnewood, Pennsylvania, last spring, he made a hard sell for the curriculum's video and audio clips—the "live action stuff," recalls Bill Kennedy, co- principal of the upper school. Kennedy's response? "We might as well just show a movie or a video," he says. To make matters worse, a technical snafu ended the salesman's demo before it even started.
Kennedy concluded that he'd wait for Internet-based curriculum to work out its bugs. "I think it's an interesting idea," he explains, "and it does have potential. But it's a little half-baked right now."
Finally, BeyondBooks.com's business plan rests precariously on the availability of computers. The company offers strategies for teachers in classrooms with only one or two computers—assign kids group research projects, for example—but they seem gimmicky. The day may come when kids in America carry laptops in their backpacks. (After all, Texas recently considered doing away with books and outfitting each of its 4 million students with a computer.) But until then, the market for online curriculum is limited.
Meanwhile, the titans of textbook publishing are awakening to the threat—and potential—of companies such as BeyondBooks.com. The industry has been slow to adapt to the Internet, according to Peter Stokes, research director at Eduventures.com Inc., a Boston-based, education market research firm. But that's changing. A number of publishers—including Holt, Rinehart & Winston and Harcourt School Publishers—have signed up with the National Science Teachers Association's SciLinks program. In the margins of some of their textbooks, they publish codes that students and teachers plug into NSTA's Web page to link to sites featuring science news and experts.
As textbook publishers edge into e-commerce, BeyondBooks.com and other online curriculum companies may have to merge or partner with bigger companies to survive. This summer, Pearson Education, a mainline publishing house, bought stock in Classroom Connect, an established online provider of curriculum and teachers' professional development. More deals such as this one are likely, Stokes says. Textbook publishers enjoy considerable K-12 market penetration, but they've not yet focused on developing online content. "BeyondBooks.com is in the right place at the right time," Stokes says. "This is really the moment for content to be king."
In BeyondBooks.com's Conshohocken headquarters, workers are buoyant about the future. Some time next year, Cassano expects to land another round of investments. Soon after, he'll take the company public to raise even more money. Two years from now, he predicts, BeyondBooks.com will be charging all its customers. Though Cassano figures the company can break even with 2,000 schools subscribing at the $1-per-student level, he's betting the company will have snared 15,000 to 20,000 paying schools by then.
In August, the CEO spent much of the month on the road peddling his product. "It is a big year; we're really charged up," says the upbeat Cassano in a rare free moment. But then he pauses. Ultimately, the fate of his company will be decided in the classroom, he says. Forget the rosy Wall Street predictions and the fat-cat venture capitalists eager to sink money into online education ventures. His job is to get his product into the hands of teachers. The future, he has to convince them, is now.
Vol. 12, Issue 2, Pages 20-26Published in Print: October 1, 2000, as Read My Links
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Ankle boots are the perfect fusion of comfort and style! Tucking your pants into your ankle boots creates a long, lean leg line for a nice and casual bohemian style for the weekends.
There are a lot of fashionable styles of ankle boots such as; the wedge chunky style, the heeled style, the buckled style, the high neck style, the knit style and more and more.
Every ankle boots design need to be wearing in different way, for example if you would like to wear your ankle boot with skinny jeans, you just need to roll the bottom of the jeans twice, keep the rolls nice and small for a flawless look. You should leave about 1 inch of skin showing just above the boot.
Another romantic style if you wish to wear ankle boots with a short dress or short skirt, you just need to wear a high knee stockings and this will make this outfit go from sweet to stylish.
Another way to wear ankle boots; for brisk days, we suggest a button down and sweater paired with denim jeans & suede ankle boots. Complete the look with a cognac satchel and you're fall ready in no time.
Ankle boots are great for any outfit, especially for fall and winter days, the ankle boots enhance your look and add chicness and style to your appearance.
Styling ankle boots by an exposed ankle is the key to keeping your ankles looking as slim as possible. As well the fur ankle boots are more flattering in the chilly days.
At the end of our article I hope you enjoy the tips on how to wear your ankle boots in style and check out these lovely styles of the latest ankle boots trends of winter 2019.


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Welcome to Year 3
Mrs Jones is the teacher in Oak class. Mrs Lowry and Mrs Suddaby are in Holly and Mrs Storey is in Beech. Click on the leaves to find out more about the individual classes.
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Healing with Feeling – Attitudinal Healing Support Group
January 16 @ 1:00 pm - 2:30 pm
An event every month that begins at 1:00 pm on day Third of the month, repeating until March 12, 2020
Attitudinal Healing, "Healing With Feeling" is an incredible outlook on life, which helps anyone who is dealing with adversity in their life, to apply various principles to those situations, to turn even the most negative issue into positive outcomes (one principle example: "We can focus on the whole of life, rather than the fragments.")! Attitudinal Healing (https://www.ahinternational.org ) itself is a cross-cultural method of healing that helps remove self-imposed blocks such as judgment, blame, shame and self-condemnation that are in the way of experiencing lasting love, peace, and happiness. It is based on the belief that it is not people or experiences outside of ourselves that cause us to be upset. Rather, it is our thoughts, attitudes, and judgments about them that cause us distress.
This AH Support Group, established in 1987 specifically for HIV+ individuals, is open to ALL Spahr Center HIV+ clients and friends. This group is called "Healing With Feeling", and it meets at a member's home on the 2nd Thursday of each month, from 1pm to 2:30pm. If you're interested, please contact our group Facilitator, Jennifer Andrews (415) 488-0109 or email@example.com, for more info.


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Image Source: NYC Digital
Data Source: openwifinyc.com
Image Source: NYC Digital
Data Source: openwifinyc.com
I came across a new platform for engagement, community, and participation from the City of Portland. CitySync gives residents and business owners a personalized way to access local news, information, and events in and around the city of Portland.
CitySync aims to provide residents with a number of customizable features, from location-based news feed, transportation and transit alerts and community forums. Here are three areas the new hyperlocal portal will deliver content for Portland, Oregon residents:
CitySync wants to engage local citizens allowing them to submit and vote on new ideas and is engaging civic-minded developers, by holding a CitySync Ideas and Apps Challenge, hosted by CivicApps.
Portland has always been a model for open data and civic minded application development. The new CitySync portal looks like a model that other cities can look to for developing their own hyperlocal community web and mobile applications.
City open data sites are popping up all over the place. This year Austin, TX launched a new open data portal for the city alongside a website refresh for the city, using a Drupal-based website.
As part of a resolution affirming the City council's commitment to open government, the city worked with open data platform Socrata to build and deploy the data.austintexas.gov portal. The portal provides data downloads and APIs serving up local city data-sets such as water quality sampling data, animal intake reports, lobbying data and affordable housing inventory maps.
The Austin, Texas open data portal one more city to get on the open data bandwagon, following the recent launch of San Francisco, and adding to NYC, Chicago, Baltimore, Seattle, San Francisco, and New Orleans..
I'm spending time going through all the Socrata powered portals and finding some of the best data-sets CityGrid developers can use to enrich their local web and mobile applications. I am also spending time working with our data ingestion team to make them aware of the most valuable city datasets, as well as reaching out to each of the city data evangelists to make sure we work together around data, hackathons and future city initiatives.


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In 2015, I was offered the opportunity to work with Jim Warner and Art Raham (Shadow Art Camera Services Inc.) to aid in their production of Jr. Gone Wild's "Barricades: The Hockey Riot" music video.
This was my first time working with Jim, but like all good producers, he had his ducks in a row, organized the shoot well, and gave the shoot the structure needed for Art to get some great shots. Assembling this bad boy was a snap.
I first met Art when working live events for Aquila Productions in the year…oh, let's say 1982, sixteen months before I was born, and it's always a pleasure getting to work with him. Lately he's been getting pretty drone happy (most likely due to owning a drone), and despite the news stories, this one did not deliver the stuff I ordered from Amazon, so I can only rate it three stars in quality.
All joking aside, Art's a phenomenal shooter and one of the legit drone operators in Edmonton that you can hire, so I'd highly recommend searching him out. OR just click this text that I've so cleverly turned into a link.
In the meantime, enjoy the video and help Jr. Gone Wild out, they're good guys. Way nicer than you, Kevin!


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This section contains 604 words
(approx. 2 pages at 400 words per page)
Chapters 40-48 Summary
In Chapter 40, Brewster returns home that night to find his uncle very angry. Brewster decides he no longer wants to take his uncle's abuse and he wants to stand up to him. However, as Brewster and his uncle argue, Brewster begins to feel the effects of a stroke his uncle is beginning to experience. As Brewster absorbs the stroke, he can hear his uncle telling him that this is what his purpose is in life. However, Brewster does not want to die, so he fights the symptoms and leaves the house, moving far enough way that he can no longer take the ailment from his uncle.
In Chapter 41, Tennyson and Bronte hear at school that Brewster's uncle died, but they do not hear directly from Brewster. Eventually they learn that Brewster has gone to live with a neighbor, but when they...
(read more from the Chapters 40-48 Summary)
This section contains 604 words
(approx. 2 pages at 400 words per page)


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It's a weekday afternoon and there's nothing better to do? Well, there probably is; I've got a list of chores and errands piling up as I type, but that's not going to stop me from staring at this picture for a few minutes to try and figure out how there could possibly be a large number of circles in this collection of squares.
Stare at this optical illusion for a few seconds and see if you can find the circles. There are 16…they are just hidden very well!I wasn't able to see them until I got frustrated and tried to scroll passed the image – and they appeared suddenly as if by magic! Some people have said that they can see the circles only if they look away from the image and stare just to the right of the picture. Others say that they can focus on the circles if they stare directly at the center of each "square."
Looking between the corners of the squares makes them appear!
Were you able to spot the circles without help? I found them…but now I have a bit of a headache! Yikes!
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