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If you have a passion for inspiring and educating young learners, and want the best possible career opportunities after graduating, then this is the course for you. This exciting programme provides you with a variety of opportunities to explore your interests and develop core skills and experience in Primary and Early Years teaching with an extra foundation year.
Upon completion of your Foundation Year, if your chosen course is regulated by a professional body such as the Department for Education, you will be required to successfully complete the University's selection process for the specific programme which will include an interview in order to proceed onto year one of the full degree programme. Entry onto year one of the degree programme will also be subject to a satisfactory DBS and Occupational Health Assessment.
When you successfully complete your Foundation Year, you will be able to progress onto a range of Undergraduate courses at the Birmingham City School of Education and Social Work. These include:
By studying a foundation year in either Society, Childhood and Education, your first year will be spent learning a wide range of broad subject areas which then open up opportunities for you to specialise further in your next year – which would be the first year of a full degree programme.
You will study very broad subjects in your foundation year, which is designed to prepare you for a range of courses and not just one particular BSc or BA degree.
So although you are studying a BA or BSc in a specific course –BA Primary Education with QTS – the foundation year sets you up for a number of other possible degrees starting the following year. It may be that you don't end up doing a degree in precisely the same subject as your foundation year.
This flexibility is one of the great things about the foundation year category - Society, Childhood and Education, allowing you to find out more about your interests and talents before focusing on a three year degree. The foundation year also helps us at BCU to make sure we help to match you to the degree that fits you best.
Our course offers you the chance to gain the professional qualification of Qualified Teacher Status (QTS) as well as a degree, helping you walk into your dream job immediately after graduating.
This course allows you to specialise in age phases 3-7 or 5-11, qualifying you to teach in primary schools and early years settings and gives you the opportunity to work in a Special Educational Needs School.
As the top university in the West Midlands to provide education training, you will have access to local schools where you can carry out placements and develop your practical experience right from the start of the course. We believe that getting our students working in schools with experienced teachers and children is key to developing committed, creative and confident teachers who will have existing relationships to benefit from when seeking employment after graduation.
Our course is underpinned by a commitment to the well-being and achievement of all of our students in a supportive and nurturing environment. The learning is led by highly experienced tutors who facilitate a wide range of practical experience and taught sessions to engage you in reflective and critical evaluation of research, policy and practice. You will be well supported during the course in your journey to becoming an outstanding teacher.
Our students have gone on to work with companies such as:
We accept a range of qualifications, the most popular of which are detailed below.
80 UCAS tariff points from A/AS Level
|Level 2 Qualifications
|UK Qualification
|Requirements 2021/22
|Irish Leaving Certificate (Ordinary Level)
|Scottish Intermediate 2
|Scottish Credit Standard Grade
|Scottish National 5
|Level 3 (and above) Qualifications
|UK Qualification
|Requirements 2021/22
|A level and Advanced VCE
|Access to HE Diploma
NCFE CACHE Level 3 Extended Diploma for Children's Care, Learning and Development (Wales and Northern Ireland)
NCFE CACHE Level 3 Extended Diploma for the Children and Young People's Workforce
International Baccalaureate Diploma
Irish Leaving Certificate (Highers)
OCR Cambridge Technical Extended Diploma
OCR Cambridge Technical Diploma
Scottish Advanced Higher
Scottish Higher
Advanced Welsh Baccalaureate - Skills Challenge Certificate (first teaching September 2015)
Welsh Baccalaureate Advanced Diploma – Core (awarded until 2016) ESW/KS Combined component
|Other qualifications
If you have a qualification that is not listed in the table please refer to our full entry requirements on UCAS.
You may wish to gain some experience in Primary School before attending an interview
The following CACHE qualification can be considered for entry to the BA (Hons) Primary Education with QTS course:
Further guidance on tariff points can be found on the UCAS website.
|EU/Non-EU (International) Qualifications
|2021/22 Requirements
|6.0 overall with 5.5 minimum in all bands
|International Baccalaureate Diploma (or equivalent, including internationally accredited Foundation courses).
|24 points overall
Country-specific entry requirements and qualifications.
Please note: Upon completion of your foundation year, you will be required to obtain an Enhanced Disclosure and Barring Service (DBS) clearance via the Faculty in order to proceed onto year one of the full degree programme.
Award: BA (Hons)
Starting: Sep 2021
Award: BA (Hons)
Starting: Sep 2021
The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.
UK and EU students applying for most undergraduate degree courses in the UK will need to apply through UCAS.
The Universities and Colleges Admissions Service (UCAS) is a UK organisation responsible for managing applications to university and college.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
Find additional costs for your course
The cost of accommodation and other living costs are not included within your course fees. More information on the cost of accommodation can be found in our accommodation pages.
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
Academic Skills for Success
20 credits
This module is designed to support you in your transition to studying in a Higher Education environment at Birmingham City University. Through a range of class-based group and individual activities, discussions, debates, personal reflection and wider reading and research, you will have opportunities to consider academic conventions, which include: effective use of literature; sourcing and reviewing information; various forms of academic writing; developing reflective capacity. You will also receive guidance on study skills and strategies, which will enhance previously acquired skills.
Equality, Diversity and Inclusivity
20 credits
This module is designed to help you gain awareness and understanding of current challenges around Equality, Diversity and Inclusivity and how this impacts upon the Health, Education and Social Sciences sector, preparing you for your future education and journey into practice. Introducing the Equality Act 2010 as the overarching legislation that focuses on Equality, Diversity and Inclusivity, the module is based on themes that are covered by this Act. The nine protected characteristics, upon which a person can be discriminated, as laid down in the Equality Act, will be discussed throughout and you will be introduced to case studies relevant to your chosen pathways.
Interpersonal Skills and Professional Behaviours
20 credits
This module will focus on enabling you to gain a deeper understanding of the interpersonal skills and behaviours required to work in your chosen area. Through a range of class based and student focused activities you will explore the different concepts of effective interpersonal and professional behaviours essential to your own personal development and progression. By engaging in this module you will reflect on your own and others values, beliefs and behaviours identifying how this can impact on the way in which you will be viewed by others. You will also address the importance of effective communication and how this can lead you to have a more professional approach in your chose area of work.
Negotiated Studies
20 credits
This module is designed to support you in your transition to studying in a Higher Education environment at Birmingham City University, allowing you the opportunity to negotiate learning of a bespoke subject. Under the guidance of tutors, you will be able to direct your learning and identify relevant learning opportunities that you feel enable you to learning more about a specific field of study. The subject area within this module is student-led, with guidance and facilitation from designated academic and practice support. You will identify an area of study that you would like to review and evaluate, and which relates to your foundation year pathway and indicate programme.
Birmingham's Children and Society
20 credits
This module will be studied in Semester 1 and provides opportunities for you to develop an understanding of children and society in Birmingham. As the country's second city, Birmingham offers a rich context for your studies and provides a perfect example of the ways in which children and society inter-relate. You will also be laying foundations for your future studies by gaining knowledge of the environments affecting your chosen degree discipline. No matter where you are from, exploring the ways in which a highly diverse city such as Birmingham provides for the needs of children will provide an invaluable insight.
Policy and Politics
20 credits
This module will be studied in Semester 2 and provides opportunities for you to develop an understanding of the politics and policies that impact society, childhood and education. Key aspects of working practice in the disciplines listed above are determined by the policies that come from the government; in the majority of cases, a government department oversees and regulates practice through its policies. This modules will explore the way in which the British constitution works, how policy making takes place and the impact that this has on society, childhood and education. The module will also consider the political spectrum and the way that this impacts policy. Importantly, as someone considering moving into the areas of study outlined above, you will also have the opportunity to consider your own perspectives and the ways in which you have been influenced by policy and politics, and the ways in which you might go on to affect them as a citizen and as a member of a given profession.
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
An Introduction to Core
40 credits
This module provides opportunities for trainee teachers to explore the nature of the core subjects (English, Mathematics and Science) and prime and specific areas of the Early Years Foundation Stage (EYFS) in the context of learning and teaching in the primary school and early years settings.
The module provides substantial support for trainees' professional practice in such settings, assessed through the School-Based Training (SBT) modules. This module provides a strong philosophical underpinning to the importance of trainees' subject knowledge in the primary school and EYFS curriculum. By studying this module, trainees will begin shaping their own rationale for their approach to the teaching of the above subjects and to meet the needs of all learners.
The Developing Child
20 credits
This module aligns to the overall philosophy and aims of the BA (Hons) Primary Education with QTS programme and the professional standards that underpin learning and teaching in primary and/or early years settings by responding to the developments in theory and practice relating to child development. It focuses on child development, planning and assessing so that all children can meet their potential. It will develop the link between theory and practice as part of the module will be delivered through first hand observation of school practices and the students own experiences during their school based training.
The Emerging Teacher
20 credits
The role of this module is to encourage you to consider in-depth your first experiences in your placement school. It will enable you to understand the complexity of the teacher's role and the importance of adopting a professional stance at all times. You will understand the importance of an effective learning environment where all children feel safe and can develop to their full potential. It will provide you with practical strategies to support you in managing children's behaviour.
Understanding the Foundation Curriculum
20 credits
This module is an introduction to all other subjects of the curriculum taught in primary schools besides the core subjects of English, Maths and Science. You will be introduced to key areas of learning for each of the subjects and supported to understand some of the frameworks and resources used by schools to deliver these subjects. You will understand the relevance of each subject and how they support one another, where appropriate.
Subject Learning and Teaching
20 credits
This module provides opportunities for trainee teachers to explore a chosen subject in greater depth. It will address the relevant curricular content and learning and teaching strategies appropriate to the subject in the context of learning and teaching in the primary school and early years settings.
There will be a consideration of inclusive practice, assessment and an examination of the latest research developments. The module provides substantial support for your professional practice in such settings, assessed through the School-Based Training (SBT) modules. This module is closely aligned to the importance of your subject knowledge in the primary school and EYFS curriculum. By studying this module you will begin to shape your own rationale for teaching and learning in your chosen subject area to meet the needs of all learners.
School Based Training 1
Working in partnership with schools over a sustained period of time in school, this module, SBT 1, provides opportunities for you as a trainee teacher to meet the professional standards and expectations of teaching through practical experience. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom.
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
Promoting Progress in Core
40 credits
This module builds on the skills and knowledge introduced in the Year 1 core module and links to the Y3 core module. It includes the study of English, Maths and Science in Key Stages 1 and 2 and the relevant Prime and Specific areas in the EYFS and links to the teaching of the core areas on School Experience modules.
Assessing and Reporting
20 credits
This module aligns to the overall philosophy and aims of the BA (Hons) Primary Education with QTS course by responding to new initiatives in primary education. The focus will be upon developing your knowledge and understanding of the ways in which assessment and reporting are fundamental to learning and teaching in the primary school and EYFS settings. Through our commitment to inclusive values you will be empowered to address issues of equality, diversity and justice to optimise the life chances for all children you teach.
Inclusion, Diversity and Special Educational Needs
20 credits
This module offers a critical and challenging introduction to special educational needs in the context of contemporary understandings of inclusion and diversity in education. It will cover topics such as: historical perspectives on inclusive education; social models of disability, and developing inclusive practices in education.
Developing the Foundation Curriculum
20 credits
This module supports the programme philosophy and aims as it will engage you with a diverse and dynamic range of strategies to motivate and inspire children in their learning of the foundation subjects. You will be given opportunities to develop an understanding of outstanding practice in teaching the foundation subjects in primary and early years settings, through University sessions. You will be able to take risks within a professional, safe and supportive community of practice to develop your teaching skills.
Subjects in Action
20 credits
This module will provide opportunities for you to develop your understanding and expertise in a specific subject area. You will develop professional skills and attributes through collaborative group work. You will:
School Based Training 2
This module will provide you with the opportunity to develop within a professional, safe and supportive community of practice in order to help you to become a confident, creative and committed teacher and enable you to demonstrate a working understanding of and progress towards, the professional standards that underpin learning and teaching in a primary or early years settings. You will be assessed against the current professional competences for teaching through a learning, teaching and assessment strategy that describes the stages of development as emerging, establishing, embedding, and enhancing.
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
Critical Issues in Core
40 credits
The module will develop students' understanding of both formative and summative assessment. Students will consider their own experiences, evaluate recent policy and research and complete practical tasks to embed and extend their understanding. The role, purpose and potential for effective assessment will be considered. Additionally, students will consider how to utilise new technologies to support and enhance learning and assessment. The potential of new technologies in supporting a range of learners and their families will be explored and evaluated. Throughout the module, students will be encouraged to reflect on their own practice.
Current Issues in Education
20 credits
This module aligns to the overall philosophy and aims of the BA (Hons) Primary Education with QTS programme by being responsive to new initiatives and developments in primary education to enable you to become a highly effective and reflective teacher. The module will complement and build upon your knowledge and understanding developed through school experiences. A strong commitment to inclusive values will be reinforced and will empower you to address issues of equality, diversity and justice to optimise the life chances for all children you teach.
Creative Teaching in the Foundation Curriculum
20 credits
This module aligns to the overall philosophy and aims of the BA (Hons) Primary & Early Years Education with QTS course by focusing upon opportunities to develop, support and enhance thinking and learning skills in the Early Years and Primary settings. This will be considered through statutory and non-statutory curriculum guidance, and theoretical perspectives. During your school based training this module will support you in developing creativity and cross-curricular opportunities, and evaluating and justifying resources, enabling you to become a highly confident, committed and creative teacher ready to join the teaching profession.
Research in Education
40 credits
This module aligns to the overall philosophy and aims of the BA (Hons) Primary Education with QTS programme and the Teachers' Standards by responding to the changes and developments in primary education. It will enable you to become a highly reflective teacher.
It will also support you in becoming an innovative and resilient leader of learning with a personal commitment to shaping the future of the teaching profession. In this module, you will be supervised by an experienced tutor who will guide and support you so that you can conduct research relevant to your subject study in a supportive and nurturing environment. It will actively encourage you to develop your research skills and to pursue your learning journey at Masters level and beyond.
School Based Training 3
Working in partnership with schools over a sustained period of time in school, this module, School Based Training (SBT) 3, enables you to build on and demonstrate your mastery and achievement of the professional standards and expectations of teaching through practical, school-based experience. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding into your teaching into the classroom and within a professional, safe and supportive community of practice become a confident, creative and committed teacher demonstrating a working understanding of and progress towards, the professional standards that underpin learning and teaching in a primary or early years settings.
You will be assessed against the current professional competences for teaching through a learning, teaching and assessment strategy that describes the stages of development as emerging, establishing, embedding, and enhancing.
You have the flexibility to transfer to any standard undergraduate programme from the School of Education and Social Work upon successfully completing your Foundation Year including:
The content of the programme is research led, innovative and responsive to change and we employ a variety of learning and teaching approaches that focus on modelling good practice which, as a trainee teacher, you shall be encouraged to use in the classroom.
The programme comprises five strands that combine to enable you to develop your skills and knowledge to become committed, creative and confident primary school teachers.
The strands are as follows: Core (English, Mathematics and Science and/or the prime and specific areas of learning from the Early Years Foundation Stage Curriculum), Professional Studies, Foundation (all other National curriculum subjects and/or the prime and specific areas of learning from the Early Years Foundation Stage Curriculum), Subject Study and School Based Training. These strands are repeated in each year of study to enable you to build up your knowledge, understanding and skills in each key area.
The School Based and University Based aspects of the training course are interlinked and interdependent.
The programme hosts students on the Erasmus and Study Abroad programmes from a number of partner Universities from around the world who will study alongside you and facilitate debate about different approaches to learning and teaching. You also have the opportunity of a transnational teaching experience in a number of European countries through the partnerships the School of Education has established with The Sorbonne in Paris, The University of Cordoba in Spain and Schwabisch Gmund University in Germany.
Society, Childhood and Education FY
On the BA (Hons) Primary Education with QTS programme you will experience a wide variety of learning and teaching approaches that are designed to develop your confidence, knowledge and skills as you progress through the course.
We will support you in the transition to university through a careful induction process, confidence building activities, group work and a carefully planned programme with a range of formative and summative assessments.
Your programme will be interactive, practical, engaging, thought provoking and challenging and is designed to promote independence so that you become a confident, committed and creative teacher ready to join the teaching profession.
On the programme you will experience a variety of learning and teaching approaches that focus on modelling good practice and these will include: workshops, conferences, lectures, seminars, a range of guest speakers, visits to schools/settings and other sites as well as a range of practical teaching experiences.
The content of the programme is research led, innovative and responsive to the educational climate to enable you to develop your subject and pedagogical knowledge and apply it in the classroom.
The BA Primary Education with QTS programme is a three year undergraduate course that leads to the award of a degree and qualified teacher status.
The newly designed programme offers you an honours degree and a recommendation for the award of QTS (Qualified Teacher Status) on successful completion of all elements over three years full-time study.
We have developed a shared vision for educational excellence with the schools in our partnership. You will benefit from working with and learning from outstanding classroom teachers in schools and at University. Working in schools with teachers and children is key to you becoming a committed, creative and confident teacher.
The new concept for the school based elements of the programme provide greater opportunities to spend time in school. In your first and second year you will spend one day per week in school (during one term) to allow you to make links with your observations in school and the taught programme in university. There are also a number of block placements in school where you will begin to lead the learning for a class. The NCTL Professional Standards for Teachers which lead to recommendation for the award of QTS will be assessed through the school based training modules.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
Employment prospects are outstanding compared to national averages - we expect all students to obtain teaching posts on graduation. League tables show that our primary graduates are consistently successful in gaining responsible teaching posts.
Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.
The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.
Our international pages contain a wealth of information for international students who are considering applying to study here, including:
International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.
BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University's facilities and services and move seamlessly through to achieving a Bachelor's degree from Birmingham City University.
We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.
As part of these plans, the University's Education provision will join the rest of the Faculty of Health, Education and Life Sciences at our City South Campus in Edgbaston during 2018.
This is the third phase of the University's project to move all teaching and learning to two campuses, City Centre and City South. By moving our Education provision, we are creating a hub for the provision of public service contracts and professional development at City South Campus and improving the student experience with a stronger sense of community and more consistent support services and facilities.
In addition to classrooms, a lecture theatre, social learning spaces, an open access IT suite and cafe facilities, the new £41 million extension to our City South Campus offers a range of specialist teaching and learning facilities for specific subjects including science, design and technology, drama and physical education.
All our departmental facilities replicate the school learning environment.
Not only are we investing £41 million in a new building to house the laboratories and teaching spaces needed, but we also plan to open up these facilities to benefit all students and the wider community. This will complement our existing sports facilities, which already provide a base for students to compete in activities ranging from rugby to.
The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.
The Seacole building houses a large open access IT Suite which comprises of 96 PCs, printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:
Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.
The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.
Mark joined the Professional Development Department (PDD) in 2018 as a Professional Navigator and as a Academic Skills tutor. During this time he has been involved in the development and running of the Faculty of Health Education and Life Sciences Foundation Year as both a course leader and module leader. At current there are two iterations of the Foundation Year catering for intakes in September and January. The Foundation Year allows students to progress onto a variety of HELS undergraduate courses.
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Office Spring Cleaning: How to Organize Your Office for Success in Quarter Two
New York, NY, April 05, 2014 --(
)-- When your desk at work is completely cluttered and you have no free space you'll end up spending more time searching for important papers and office supplies than actually working. All that clutter can make it hard to concentrate and will just result in an unproductive work day. This season spend some time doing spring cleaning at the office so you can work more efficiently and save the headache of searching through piles of paper on your desk. An unorganized or messy physical appearance (whether it's your person or your office) does have an emotional effect on organization and productivity. Here are some quick and easy ways to organize your office for success, shared by Robert Bielsky, Founder and Chairman of Manhattan Commercial Realty.
1. Sort your papers.
Keep a bin for your unaddressed papers (bills, receipts, notes, etc.) that you are unable to get to right away but will have to address eventually. If it is not something urgent then put your paper in the bin at the corner of your desk. Spend a few minutes each day sorting through the rest of your papers and shred or recycle what you don't need to lessen the paper clutter. By spending some time on this each day you'll avoid papers from piling up until it becomes a huge mess that will take hours to sort through.
2. Organize your drawers.
You probably have a junk drawer at your desk in the office just like the one you have at home. Placing small items in your drawer is a way to keep the clutter off your desk but then you're just moving the clutter from one place to another. Look for drawer organizers and dividers to create small, separate compartments in your drawer so you can keep all of your supplies organized. This will also make it easier to find what you need and looks much better than staring at a jumbled mess each time you open your desk drawer.
3. Evaluate what you need and don't need.
The best way to get rid of clutter is by actually getting rid of what you don't need. It's easy to hoard papers, books, manuals, and more while thinking, "I may need that someday." If you can take everything off your desk and out of your drawers and sort things into piles of what you need and what you can throw away you'll be more inclined to get rid of unnecessary items that are just taking up space. If you have items that serve no purpose or that you didn't even remember you owned, chances are you do not need it and should probably let it go. Using the 6 month rule is a great guideline. Ask yourself, "Have you used this item in the last 6 months?" If the answer is no, then you may not need it.
4. Keep a paper inbox.
Instead of having coworkers just placing all sorts of papers right on your desk, keep a wall pocket on your door or cubicle with a label on it so people know to place all documents there. This will keep from adding to a pile of papers on your desk and it can keep you from losing or overlooking an important memo.
5. Manage your cables.
Instead of having a mess of tangled cables everywhere, look for some cable management options that you can find at places like IKEA. You can also use simple items like binder clips, a hole punch, and plastic cards to create your own cable organizers. Write-on wire ties are also a good option for labeling your cables. Unsightly cords can be hidden from view in a small bin under the desk.
Note to the media: Robert Bielsky, Founder and Chairman of mCr, is extremely mediagenic and can offer the best tips and advice regardingNew York Real Estate. To schedule an interview with Robert Bielsky, Founder and Chairman, please contact Tasha Mayberry, Director Marketing and PR, at email@example.com or call direct 207.317.6099.
About Chairman Robert Bielsky
Mr. Bielsky holds a national reputation as a leader in the commercial real estate industry. His market expertise, creative deal making skills, and keen knowledge of the art of negotiation have maintained his position at the forefront of the industry.
As the founder and Chairman of Manhattan Commercial Realty he leads one of the most powerful negotiating teams in NYC. With his leadership mCr has maintained a strict dedication to tenant representation, and successfully negotiated over $1 billion in real estate transactions since its inception in 1982.
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Just before half-distance, the green flags were waved to get racing underway again after the 10th safety-car period and 13th race neutralisation (three of the FCY periods didn't turn into SCs). In total, some 2h 12m has been lost to yellow periods.
The rain, which fell at times heavily, but nevertheless intermittently for around an hour, had just about stopped by the 12-hour mark, but the track was still treacherous, especially for those out on slicks, which included the race leader Engelhart in the #63 Lamborghini.
Points were awarded at half-distance as follows:
#63 Lamborghini – 12pts
#85 Mercedes – 9pts
#55 Ferrari – 7pts
#90 Mercedes – 6pts
#8 Bentley – 5pts
#98 BMW – 4pts
#4 Mercedes – 3pts
#1 Audi – 2pts
#76 Audi – 1pt
For reasons unknown, the technical pitstop for the #2 WRT Audi over-ran by 30 seconds, dropping it out of a points-scoring position at that mark.
At 4:45am, Engelhart brought the Lamborghini into the pits for its technical stop, after just eight laps of his stint and a last-minute decision to change driver to Mirko Bortolotti. The Lamborghini stop handed the lead of the race to the #85 HTP Mercedes (Fabian Schiller driving) the first time that car had led.
The way the pitstops had played out left the #8 Bentley of Andy Soucek to lead the charge to the pits after a clean 45 minutes of racing. With 11h 15m of the race remaining, the Bentley mechanics set to the task of changing the brake disks and pads on the #8 car. The stop went smoothly enough, but it dropped the Crewe machine back to 12th place.
After the Bentley, in came the two WRT Audis, #1 still leading #2. In the #1 car, Rene Rast handed over to Antonio Garcia, while Connor de Phillippi stayed at the wheel of the #2. Both were switched back to slicks as the rain continued to stay away and a little light began to brighten the sky.
Next time around, Schiller brought the #85 Mercedes in for fuel and tyres and to hand over to Baumann, allowing Fisichella to take over the lead again in the Kaspersky Ferrari for a lap before making his stop. The Kaspersky team went for the brake-disc change at this point.
Unfortunately, by the time the Ferrari rejoined, both WRT Audis had gone past, these three being directly comparable now all had completed their technical stops.
Just after 5:30am, the track went to another FCY due to an incident down at Stavelot (T15) between the #77 (Barwell Lamborghini) and the #11 (Kessel Ferrari), both Pro-Am cars. The two leaders, the #90 AKKA Mercedes and #85 HTP Mercedes, both stopped, but Baumann in the HTP car took fuel only and got back out in the lead, both cars continued ahead of the #1 WRT Audi, but crucially, the #90 and the #1 had both done their technical pit stops.
Only two green-flag laps were possible before the track went under caution again. This time it was due to a more serious incident as far as the overall leaders were concerned, in that contact was made at La Source as the second-place AKKA Mercedes (Marciello driving) went up on the inside at La Source and hit the Kaspersky Ferrari. Cioci in the latter ran wide but continued, then arrived at Eau Rouge to find the steering broken, so he ploughed straight on into the barriers on the outside.
More rain is forecast around lunchtime, before the end of the race.


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Maybe you remember that I had discussed this film back in May with the official trailer for the DC Animated Feature "Teen Titans Go! To The Movies" but if you are new to these offerings and somehow missed it please click HERE so you are up to speed. As a diehard fan of the comic book movies and most of the animated features, I generally keep an eye out for additional promotional posters to showcase in a posting of their own and this film has released a handful of fun visuals that I will share with you after the Official Theatrical Poster. I've also added the films premise and an expanded voice cast listing for you to absorb. Let's have a laugh shall we?
The Plot:
The Teen Titans learn that almost every hero in the DC Universe has their own films, ranging from Batman and Superman, to characters like Aquaman and Alfred! That said, they search for a director for their movie. But the Hollywood director Jade Wilson rejects their offer due to the fact that because of their recent actions over the past few years the Teen Titans can no longer be taken seriously. However, they find a window of opportunity for their own movie by having their own nemesis in the form of Slade, who plans to mind control the entire Justice League and take over the world.
Voice Cast:
Scott Menville as Robin
Jacob Jeffries as Robin's singing voice
Greg Cipes as Beast Boy
Khary Payton as Cyborg
Tara Strong as Raven, Silkie
Hynden Walch as Starfire
Will Arnett as Slade
Kristen Bell as Jade Wilson
Nicolas Cage as Superman
Jimmy Kimmel as Batman
Kal-El Cage voices a younger Bruce Wayne
Halsey as Wonder Woman
Lil Yachty as Green Lantern
Stan Lee as himself
Wil Wheaton as Flash
Patton Oswalt as Atom
Eric Bauza as Aquaman, Stan Lee's assistant.
Greg Davies as Balloon Man
Joey Cappabianca as Plastic Man
Meredith Salenger as Supergirl
Dave Stone as Challengers of the Unknown leader
David Kaye as the Alfred trailer announcer
Kaye also voices the Inside Premiere announcer.
Michael Bolton as Tiger
John DiMaggio as Guard, Synth Skate Voice
Tom Kenny as Machine Voice
Vanessa Marshall as Vault Voice
Phil Morris as D.O.O.M.S.D.A.Y.
Morris also voices the Red Carpet Announcer
Alexander Polinsky as Control Freak
Fred Tatasciore as Jor-El
Tatasciore also voices a security guard.
James Arnold Taylor as Shia LaBeouf
Piercing Ken Thoughts: Cute stuff right? I loved the play on the "Justice League" characters and as you can see by the now expanded voice cast listings, they make an appearance in the feature. That's all I have to say about this one. I generally keep it limited on character poster reveal posts. Did you enjoy these? You can tell me in the comments section down below.
Official Film Wiki: https://en.wikipedia.org/wiki/Teen_Titans_Go!_To_the_Movies


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| 9.7°C Belfast
John Terry has backed Chelsea and Jose Mourinho to bounce back from their tumultuous start to the season and hopes successive clean sheets are the catalyst for a turnaround in fortunes.
The Blues captain was restored to the centre of defence for last Saturday's 2-0 defeat of Aston Villa - just a third Premier League win from nine games - and goalless draw at Dynamo Kiev in Ukraine on Tuesday night.
"The win at the weekend felt unbelievable in the dressing room afterwards," Terry told Chelsea TV.
"It had been a few weeks, but when they come about it was nice. We want that feeling week after week again, put ourselves on a run of games and that's what we're trying to do.
"We are a great side and we will get there with the hunger and the ambition that is in the squad.
"You don't win trophies year after year without that hunger in the belly. We are collectively together, the players, the manager and the fans and we will be all right.
"When the chips are down, I'd take this squad over any. I know the players very well. I've been in this situation before, I've seen it happen. We've got a great squad of players. More importantly we've still got the best manager in the world.
"Everyone's fully behind him. There's stories and this and that and everything else, but believe me everyone's together.
"The fans were unbelievable again at the weekend, so [I] thank them. They're going to be pivotal in our comeback and our climb up the table."
Chelsea sit third in Champions League Group G after the draw, following an opening defeat of Maccabi Tel-Aviv and loss at Porto, who lead the standings ahead of unbeaten Dynamo.
Belfast Telegraph


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Your every day tee.
Show off your forest city roots with the "Heart of London" logo.
Printed right here in London Ontario.
100% preshrunk cotton for ultimate comfort.
*Can't pick a size? Remember, exchanges are free as long as the product hasn't been worn!
and Be the first to hear about sales, giveaways, product launches and more!


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Little Wattlebird Anthochaera chrysoptera
This bird was very active and gymnastic, bouncing from tree to tree looking for food. I found him at the Franklin riverside walk, along with a couple of others in this calendar. He wasn't too concerned about me, presumably having correctly assessed my chances of climbing the tree he was in. They have a red-brown patch under their wings. I like these birds, they're sort of cheeky. I like to think he'd say "Thanks mate, got me looking all undignified. And then put it in the calendar. Champion!"
Nikon D7200, Nikkor 200-500mm@500mm.
1/800s, f5.6, ISO 2500.
1/800s, f5.6, ISO 2500.


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International Day of Solidarity with Antifascist Prisoners
Saturday, July 25, 2015
Antifascists fight against those who—in the government or in the streets—dream of imposing their fascist and other Far Right nationalist nightmares on the rest of us. Throughout the world, Islamophobic, anti-Semitic, anti-immigrant, and racist bigotries are on the rise. Antifas are on the frontline in confronting these reactionary politics, and we will not forget our comrades imprisoned in the course of this struggle.
The July 25 International Day of Solidarity with Antifascist Prisoners originated in 2014 as a Day of Solidarity with Jock Palfreeman, an Australian who is imprisoned in Bulgaria for defending two Romani men from an attack by fascist football hooligans. Groups around the world took action: holding demonstrations, benefits supporting the Bulgarian Prisoners Association, writing to Jock, and talking about the plight of the Romani and Sinti people in general.
In 2015 we would like…
View original post 1,651 more words


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Yasuhiro has a Ph.D. Degree of Engineering from Nagoya University, Japan.
He is an assistant professor at the Graduate School of Information Science at Nagoya University and a member of JaLII (Japanese Legal Information Institute).
His research interest is natural language processing including machine translation, legal informatics and e-legislation.
LVI 2012. Copyright © 2011 Cosmo Themes. All rights reserved.
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task·Planner is a staff scheduling tool, scheduling both the tasks and the employees. The scheduling task is performed with the look and feel of a planning board.
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Karl Lagerfeld Says He Won't Write Book
Karl Lagerfeld: "I Have Nothing to Say"
He may be the most quoted man in fashion, but that doesn't mean Karl Lagerfeld feels inclined to write a book any time soon. "No memoirs," the Kaiser stated at Tuesday's WWD CEO Summit at New York's Plaza Hotel. "I have nothing to say."
While that may be true, at least as far as the written word goes anyway, the legendary designer certainly had plenty to say on stage. From revealing the surprising locale of his next show (Dallas) to explaining how it feels to be marking his 30th anniversary at Chanel ("Some people say I'm a hired gun. Well, I'm very happy to be one."), Lagerfeld kept the bon mots coming and the assembled crowd — which included Anna Wintour, Carine Roitfeld, and Sarah Jessica Parker — hanging on his every word. Below, a few gems:
On career longevity: "Fashion is for people to wear and that has not changed."
On inspiration: "When I like something, I don't ask myself why. I just like it."
On couture today: "There are so many new worlds, and so much new money. We have more couture clients now than we did 20 years ago. Many of the rich people of the past are poor compared to the rich people of today, I'm sorry."
On his childhood ambitions: "I didn't even know one could make a business out of fashion. Back then it was called clothes."
On designers who complain about the workload: "You accept a job, you know the conditions. Don't play the victim."
On what irritates him most: "People who create complications in order to appear more professional."
On Paris in the '80s: "The '80s were very difficult. I prefer to forget about them."
On career setbacks: "Sometimes you go two steps back but that's a healthy thing. No one has a one-line career."
On his look: "You may think it's very distinct but to me it is normal."
On the potential of a retrospective: "I would never make a retrospective. I look forward, ahead, ahead. I don't keep any kind of archive even."
On his three steps to success: "What? Steps? Oh, there's a whole staircase."


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Today in history: Iran lift ban on women attending football matches
On 24 April 2006, Iranian President Mahmoud Ahmadinejad issued a controversial decree lifting the 17-year ban on women attending football matches.
Over the years, supporters of the ban have justified it as protecting women from the rowdy behavior that often accompanies football matches. Women consistently fought the ban, which was imposed as part of the 1979 Islamic revolution, even to the point of fighting with police stationed at stadium entrances. They also occasionally were able to sneak into matches disguised as men. Tensions reached dangerous heights in March 2006, when security personnel for a match at the Azadi Stadium in Tehran attacked dozens of women who had bought tickets and tried to enter the stadium.
Ahmadinejad claimed that the presence of women would help to tone down the behavior at matches. Still, his lifting of the ban was qualified - women were allowed to attend, but were restricted to separate areas from the male audience. Even then, it did not last long. Religious responded to the decree by claiming that it is improper under Islam for women to look at the bare legs of male strangers. Ultimately, the country's Supreme Leader, Ayatollah Ali Khamenei stepped in to resolve the dispute, convincing Ahmadinejad to back down.
Women have gained some freedom, however, and are now allowed to play football, although they must do so while adhering to the Islamic dress code that forbids them from showing any hair.


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A lot of websites, both big and small are doing their end of year lists such as the best games, the worst events and of course, best and worse movies. Exodus is rightfully getting placed a lot in the worst of for being boring, redundant and most notoriously, the whitewashing.
However, the Edge of Tomorrow is appearing on the best of lists (especially in more sci-fi orientated lists) despite the fact it is also very guilty of the exact same thing. Yet, barely any mention of its whitewashing has been discussed or even mentioned. Why is that? One thing could be that because the group getting whitewashed in this case are Asians, which people seem to care a whole lot less about which is kind of disturbing.
Hollywood has (and still does) have a very bad history whitewashing Asians such as breakfast at Tiffany's and the Conqueror. However, it seems in comic, sci-fi, fantasy and other circles which have been good at calling out these rather racist and stupid tropes seem to care less when it comes to Asians being whitewashed, even here on Observation Deck.
Some even go to extremes of defending it. Using sayings like whites have more universal appeal and it's just easier to cast whites as Asians or making wild loops of logic (like the upcoming Ghost in the Shell film). These are the same excuses we mock executives and film makers when it comes to black characters being whitewashed but are now suddenly acceptable.
It's not just with the Edge of Tomorrow either, the Hitchhiker's Guide to the Galaxy is also guilty of this. Trillian was played by white American actress in both the TV series and the film despite the character, though born in Britain, being of Middle Eastern descent. Yet nobody ever seems to mention this or get annoyed by it.
Then you have superhero films like the Nolan batman trilogy where both Talia and Ra's Al Ghul were both white washed and though there was some ire, it was far less then the uproar of Electro being black (despite already being black in the Ultimate books), Perry White and Heimdall. Speaking of the Thor films, why is it that Hogun, the only Asian asgardian is basically told to piss off in the second film and is not allowed to participate in the plot? Why did they feel the need to get rid of him in particular and why did no fans seem to care?
These aren't the only ones, 21, Prince of Persia, Cloud Atlas and others are also very guilty of this but all seem to get free passes in nerd circles after some initial groans. Even upcoming films like the Ghost in the Shell remake is getting praise from news sites despite whitewashing Motoko Kusanagi with Scarlett Johansson.
Hell, the only two major ones that people seem to do call out are Dragon Ball Evolution which rightfully deserves it for whitewashing Goku and the Last Samurai.
But why is this. Why are excuses that we call out on films like Noah and Exodus suddenly acceptable when directed towards whitewashed Asian characters? Why is it that film and sci-fi buffs are more okay with ignoring whitewashing of Asian characters?


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So beautiful. ^.^ Art gifts are the best. So much better than some random Hallmark card.
Things have been very busy on my end, and I've finally finished packing up and shipping out the last of my things, including my computer, so right now I'm working on the laptop that Tim gave me. I just have to shove a few more things in my backpack to bring with me on the plane. Though I still have no clue how I'm going to get the two dogs in their crates to the Airport, since no one I know has a pickup truck or van large enough to help me out. I'm going to have to start looking at finding a taxi service or something that has a van large enough for two big dog crates, and just hope that they don't charge me a fortune, since I pretty much spent all of my money on shipping my belongings out via Greyhound Courier Express. O_x
I also still have three full-character commissions and three badges from AC'06 to start, *mutters at the lack of time* but those will have to wait until after I've moved to BC, on March 3rd. Everyone else's stuff that is finished I will be mailing out before I leave.
Tim and I are already registered for AC'07, though if we will actually be there will completely depend on if Tim still has a work permit by July. If he doesn't it means he can't leave Canada, or else he won't be able to get back in once he's back in the U.S. If he gets extended for another year, then we can get to AC, no problem. So far things are looking pretty good though, so I will be continuing to send out positive energy! If I do make it to AC this year, I will NOT be getting a table in either the Dealer's Room, or Artist's Ally! No more commissions for me, for a good while. I'm going to AC to have fun this year, and not to do any art. I need a serious break from commissions, and I'd really just like to get back to my own artwork again. My new website's been neglected for well over a year now, with absolutely no new content on it. I need to fix that…
I'll make one more post before I leave. :)


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2017 has just started and already we have a main event fight on our hands, the only thing is these fighters aren't boxers. One is a RnB singer by the name of Chris brown. The other one, is a rapper who calls himself Soulja boy AKA big Soulja and now BIg Draco. This a celebrity boxing match that starting from a simple argument on social media between the 2 artists.
Apparently Soulja boy liked one of karrueche (Chris brown's EX) picture on instagram and Chris immediately called him and said he wanted to fight. Chris took to his social media to defend himself against the accusations which led to the two trading words over social media and eventually setting up a fight to end the feud. Boxing champ Floyd Mayweather and hip artist and mogul 50 cent have sense turned their words into action by making the event an actual boxing match that is to be viewed on pay-per-view.
We don't know if this a huge publicity stunt or a real fight. We really won't be able to know until a date is set. One things for sure I know we all want to see if Soulja boy can put his money where his mouth. Tune in to Fly In Fly out Radio fridays from 4-5 on Windy City Underground.


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Browsing leisure pursuits within 20 miles of Y Gelli @ Plas Dolau
Yes you really can hire a whole train! You can charter your own private excursion along the scenic Rheidol Valley on board the Vale of Rheidol Railway.
Heritage Railway Experience
Vale of Rheidol Railway, Park Avenue, Aberystwyth, Ceredigion, SY23 1PG (2 miles, 4 km)
The Ystwyth Trail is a 32.1km/20M footpath and cycle route linking Tregaron & Aberystwyth. Part of the trail follows the track of the old Great Western Railway line. Start: Aberystwyth SN584812 Finish: Tregaron SN679597
Ystwyth Trail (Stage 1), Aberystwyth - Ystrad Meurig, SY25 6BJ (2 miles, 4 km)
Sustrans route 81 or "Lon Cambria" is an East-West cycle route which crosses the Cambrian Mountains and heads towards Shrewsbury and beyond.
Sustrans Route 81
Aberystwyth Town Centre, SY23 1LG (2 miles, 4 km)
7th section Ceredigion Coastal Path Total distance 15.7km (9.8 miles) Aberystwyth to Clarach 2.7km (1.7 miles), grade/moderate Clarach to Borth 5.1km (3.2 miles), grade/hard Borth to Ynys-las 7.9km (4.9miles), grade/easy
7th Section Ceredigion Coastal Path
- 10
Aberystwyth, Ceredigion, SY23 2AG (2 miles, 4 km)
Starting at the harbour in Aberystwyth, this 17 mile (27 km) trail leads you through the Rheidol Valley to Devil's Bridge, mainly along quiet back roads and dedicated cycle routes. Signposted from Aberystwyth Harbour.
Aberystwyth Harbour - Devil's Bridge
- 17
Ceredigion, SY23 1PG (2 miles, 4 km)
From the top of Constitution Hill runs a well-trafficked path all the way through Clarach to the coastal resort of Borth. The coastal path runs for five miles (8 km) right along the coast and makes for a very pleasant walk.
Aberystwyth - Borth
- 5
Constitution Hill, Aberystwyth, Ceredigion, SY23 (2 miles, 4 km)
Lôn Cambria is a 113-mile cycle route in the National Cycle Network which runs from Aberystwyth on the Mid Wales coast, through the Cambrian Mountains and the Mid Wales Marches to Shrewsbury.
Mid Wales, SY20 8TG (3 miles, 4 km)
Lôn Teifi is part of National Route 82 between Aberystwyth and Fishguard. The route takes the same course as the Lôn Cambria route along the Ystwyth valley to Pont-rhyd-y-groes before turning southwest.
Mid Wales, SY20 8TG (3 miles, 4 km)
Borth-Pontrhydfendigaid Linear Trail Section 1 - Borth - Talybont Start: SN609901- Borth Finish: Talybont Suitable for: Most sections are suitable for all the family. Distance: 6.4km/4M Time: 1.5 - 2hrs
Y Borth | Borth, Borth, Ceredigion, SY24 5JU (5 miles, 9 km)
Start: Tal-y-bont village green Grid Reference: SN 654 891 Distance: 3.1 km – 1.9 miles Grade: Easy/moderate Terrain: Tarmac road and grassy tracks. Can be muddy Maps: OS Explorer – 213
- 2
Talybont, Ceredigion, Ceredigion, SY24 5HE (6 miles, 9 km)
Following the majestic sweep of Cardigan Bay, the Snowdonia & Ceredigion section of the Wales Coast Path providers the walker with glimpses of dolphins and porpoise, seals and a host of marine birds throughout the year around.
Borth, SY24 5HX (6 miles, 9 km)
Dinas Reservoir and Nantymoch Reservoir provide an excellant angling experience. Both lakes are bank fishing only. Nantymoch is fly only but on Dinas spinning and worming are also allowed.
Rheidol Visitor Centre and Power Station, Rheidol Hydro Power Station, Cwmrheidol, nr Aberystwyth, Ceredigion, SY23 3NF (6 miles, 9 km)
This splendid trail starts from Bwlch Nant yr Arian Visitor Centre and provides stunning views throughout it's length. This trail is moderate - waterproof footwear recommended. 3 miles / 5kms
Bwlch Nant yr Arian Visitor Centre, Bwlch Nant yr Arian Visitor Centre, Ponterwyd, Aberystwyth, Ceredigion, SY23 3AB (6 miles, 10 km)
Experience untouched passages and unspoilt landscape of silver, lead, copper and zinc mines in Mid Wales, some of which date back over 4,000 years. Specialist-led Mid Wales Mine Adventures.
Underground Mine Tour
Gelli Fach, Cwm Rheidol, Aberystwyth, Ceredigion, SY233NB (6 miles, 10 km)
Enter immersive Escape Rooms and work your way through cryptic clues to solve your escape! With 60 minutes on the clock, your team must work your way through a variety of clues, crack the codes and beat the timer to escape.
Llywernog Silver Mine, Ponterwyd, Aberystwyth, SY23 3AB (6 miles, 10 km)
Crys Melyn Cycling offer a range of bikes available to hire, including hybrid and e-bikes, and bikes, tag-alongs and trailers for children.
Tyncoed, Lledrod, Aberystwyth, Ceredigion, SY23 4TD (7 miles, 11 km)
Part of 'Spirit of the Miners' Walks Open fields, steep woodland trails, 3 river crossings Start/Finish: SN738767 - Devils Bridge Suitable for: Moderately fit walkers Grade: Moderate Distance: 110K/6M Time: 3hrs
Part of "Spirit of the Miners Walks"
- Devils Bridge SN738767
- 3 Hours
- 6
Pontarfynach | Devil's Bridge, Ceredigion, SY23 3JW (8 miles, 13 km)
Cambrian Safaris provides excursions into the Cambrian Mountains in a Land Rover Discovery. Come and enjoy fantastic views and scenery, local history and wildlife.
Cambrian Safaris Tours, Devil's Bridge, Ceredigion, SY23 3JL (8 miles, 13 km)


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Stat ServicesMark & Denise Hartzell, Owners5022 West Blvd.NW, Canton OH 44718330.305.1333 Office 866.664.7828 Toll FreeEmail Mark Hartzell Email Denise Hartzell Visit us on facebook
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Our heritage dates back to the early 1950's and at the core is our ability to shape and spin metal and we have made the commitment to expand and keep pace with the latest technology ever since. As markets changed, new demands also helped us develop new applications and innovations.
Our craftsmen still hand-spin daily while fully automated "force–controlled" CNC machines also produce precision spun shapes programmed by our engineers. This blend of technology, matched with our experienced personnel, has established us in this industry and remains center stage as one of our core competencies.


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from The American Heritage® Dictionary of the English Language, 5th Edition.
- transitive verb To legitimate.
from The Century Dictionary.
- To legitimate. Also spelled
from the GNU version of the Collaborative International Dictionary of English.
- transitive verb To legitimate.
from Wiktionary, Creative Commons Attribution/Share-Alike License.
- verb transitive to make
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- verb make legal
Sorry, no etymologies found.
My understanding is that the terms legitimize the "lifestyle."
ons aka legitimized bribary for special people is part of the reason issues of vital importance to all Americans keep getting shunted aside.
It seems that Obama going on Fox does nothing to "legitimize" this channel.
I suspect that the Obama campaign does not want to in any way "legitimize" discussion of the popular vote theme by constantly countering it.
The concern by Dawkins and others that science might "legitimize" religion reflects an historical and cultural myopia.
TEXAS FAITH: Why should science talk to religion? | RELIGION Blog | dallasnews.com
It's not simply that Palin's attacks "legitimize" questions about her ties to Alaskan extremists, which of course they do.
Palin's Attack On Obama's Patriotism Legitimizes Questions About The Palins' Association With Group Founded By America-Hating Secessionist
Speaking at a televised town hall in Nairobi, Mrs. Clinton recalled that the U.S. earlier this spring hesitated to engage Zimbabwe, lest it be seen to "legitimize" the regime of Robert Mugabe.
McCain made similar arguments while debating the Illinois senator, going so far as to say Ahmadinejad had advocated the "extermination of the state of Israel" and declaring that Obama would "legitimize" Ahmadinejad and his comments by meeting with him.
McCain/Palin Continue to Spread Misinformation on Ahmadinejad
GFS seeks to be that support for creative youth -- being part of an organization helps "legitimize" their pursuits, knocking down obstacles for them until they get their creative legs strong for the long haul.
Joe Hall: E.A. Hanks: Q & A With Joe Hall Of Ghetto Film School
On October 21, Lebanon's Grand Ayatollah Mohammed Hussein Fadlallah criticized the security pact, saying 'the Baghdad government has no right to' legitimize 'the presence of foreign troops' and unconditional removal of all US troops.


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Kelly Osbourne at 2010 American Music Awards 2010-11-21 16:43:50
2010 American Music Awards: Kelly Osbourne
Kelly Osbourne has been getting loads of attention for her slim new figure, and it's easy to see why. She looks happy and healthy in a super-flattering strapless black dress, peep-toe heels, and rocker-chic rings. What do you think of her look?
Vote on all of my American Music Awards polls here!


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Music from the New Danny Clinch Documentary!
In celebration of Pearl Jam's legendary sold out performances at Wrigley Field on August 20th and 22nd, 2016 during the Chicago Cubs historic World Series championship season, Pearl Jam is set to release the documentary film Let's Play Two and accompanying soundtrack album. With Chicago being a hometown to Eddie Vedder, Pearl Jam has forged a relationship with the city, the Chicago Cubs and Wrigley Field that is unparalleled in the world of sports and music.
From Ten to Lightning Bolt, this feature film and soundtrack shuffles through Pearl Jam's ever-growing catalog of originals and covers - spanning the band's 25-year career. Through the eyes of Danny Clinch and the voice of Pearl Jam, Let's Play Two showcases the journey of that special relationship – using the past and present of both the band and the Chicago Cubs through the music, the sweat and the eternal hopes of being both a Cubs fan and Pearl Jam fan.
"In my films and photographs, I love to explore the relationship between a band, their fans and the location," Clinch explains. "When it happens that the main characters of your film are Pearl Jam, the Chicago Cubs, their fans, and Wrigley Field during a historic moment, you know it's going to be epic. Our instincts were correct to follow the story and it took us to a historic Game 7 of the World Series ending a 108 year drought for the Cubs. I have learned to welcome the unexpected and it always pays off if you're ready for it."
- Low Light
- Better Man
- Elderly Woman Behind The Counter In A Small Town
- Last Exit
- Lightning Bolt
- Black, Red, Yellow
- Black
- Corduroy
- Given To Fly
- Jeremy
- Inside Job
- Go
- Crazy Mary
- Release
- Alive
- All The Way
- I've Got A Feeling


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I find the default Javascript extremely poor on useful functions. There are some nice libraries, but somehow I always need something I can't find. Currently, I'd need a method removing all matching properties from an object. And I really mean removing, not creating a filtered copy. I've found similar methods in both jquery and underscore, but no exact match.
That's a long introduction, why I want to give it a try. As both
$ and
_ are taken, I'm extending the
Object.prototype which should be fine. So this is the code:
function removeMatching(predicate) {
for (var key in this) {
if (!Object.prototype.hasOwnProperty.call(this, key)) continue;
if (predicate(key, this[key])) delete this[key];
Object.defineProperty(Object.prototype, 'removeMatching', {
value: removeMatching,
writable: false,
configurable: false,
enumerable: false
It's all gets enclosed in a closure to prevent namespace pollution. I don't care much about speed as this can be improved later (but tell me). I don't care about style (it's fixed) not about compatibility with old crap. I do care about all problems possible in modern browsers.
It's to be used like
var o = {a: 1, b: 2, c: 3};
o.removeMatching(function(k, v) {return k === "a" || v === 2});
// now o is {c: 3}


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Become a fan
John Murry Tickets
John Murry (born 1979) is an American musician, singer/songwriter, composer and co-owner of Evangeline Recording Co.. His debut self-titled record was issued on Evangeline Recording Co. in 2013 and listed by Uncut as one of the best records of 2012.[1] He has recorded and toured with Memphis singer/songwriter Bob Frank and San Francisco singer/songwriter Chuck Prophet. He is from Tupelo, Mississippi and currently lives in Oakland, California. He is managed by Laurel Stearns and booked in the U.S. by Todd Walker at The Windish Agency and in Europe and abroad by Adam Saunders of X-Ray Touring.
John Murry Dates & Tickets
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Everett McKinley Dirksen Award for Distinguished Reporting of Congress
Matt Fuller 2015
Huffington Post
The NPF judges said: "Fuller's reporting on the Freedom Caucus was prescient. With shoe-leather reporting and by door-stopping Tortilla Coast, he was able to capture the power of this group that took down a Speaker of the House. Through his reporting, he built the first authoritative list of Freedom Caucus members. It was stellar work." Matt reported the winning entry when he was at CQ Roll Call; he is now at Huffington Post.
Honorable Mention: Allison Sherry of the Minneapolis Star Tribune.


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I don't know what kind of rock I've been living under for the past few years (oh yeah, a big, Australia-shaped rock), but I completely missed that in the fall of 2010, A&E aired a short reality/documentary series called Teach: Tony Danza, which followed Tony Danza as he taught grade 10 English in inner-city Philadelphia for a school year. It's the kind of thing that's just random enough, and just awesome enough, that I would have absolutely loved to watch it when it was on.
So when I discovered at work a few months ago that Danza had written a book on his experiences in the classroom, I added it to my mental list of things to read when I got a spare second. And then I promptly forgot about it until Sunday.
I was perusing through the audiobooks when I found a copy of I'd Like To Apologize to Every Teacher I Ever Had at a markdown price. With my employee discount, it rang in at under $12 – the perfect gamble to take on six hours of entertainment to see me through my road trip to and from Edmonton to visit Matt, who is doing some work there this week.
As I've mentioned before, I'm not always sold on audiobooks. Usually, I can read a lot faster than I can listen – and in the case of Is Everyone Hanging Out Without Me?, which was my road trip pick back in November, I sometimes feel my attention begin to wander. But Tony Danza is different. I actually think this story works better as an audiobook than a real book because you can feel his passion and emotion come through more clearly. I'd wholeheartedly recommend this book to anyone who is a teacher, is (like me) studying to become a teacher or who has ever wondered what teachers get up to all day. There's a great review from the New York Daily News and you can also read an excerpt here if pages, rather than audiobooks, are your preference.
The basic premise is this: In 2009, with a cancelled talk show, a marriage on the rocks and pushing 60, Tony Danza (who has a degree in history, which I didn't know) decides to become a qualified teacher. Through Teach For America (which I don't entirely understand but appears to be some sort of summer camp-style program where skilled and qualified professionals do their teacher training), Danza gets the credentials you need to teach in Philadelphia, and then makes his way to Northeast High – one of the city's largest and most diverse inner-city schools.
I have to give Danza a lot of credit. He is very clear from the outset that even though a reality show is being made about his experience, he is taking his year of teaching very seriously. He's up at the crack of dawn, coaching football, organizing talent shows, taking his kids on field trips, planning Shakespeare lessons and grading papers. He starts a lunchtime mentorship group, the Half-Sandwich Club, and helps kids with everything from homework to planning birthday parties. And when the reality show is deemed to be 'not interesting' enough, Danza refuses to compromise by scripting scenes or manufacturing drama. While the show is cancelled and the camera crew is gone before Christmas, he remains with his class all year, showing staff and students that he's committed to the experience – and to them.
I spent six hours in the car with this audiobook over the past couple of days and I think it was exactly what I needed. Sometimes, the prospect of becoming a first-year teacher (which, next year, will be reality for me) is really exciting, and other times, it's scary – especially when, as Danza describes it, it's a 'second-act' career. I'm going into a 'second-act' career too and even though I'm pretty young, it's daunting to start fresh from the beginning again.
I found him really reassuring for a number of reasons, not least of which because he cries a LOT in his year of teaching. I anticipate some tears of my own as I spend more time in classrooms. It's nice to know that's sort of normal and that even Tony Danza cries sometimes. It's also nice to see him use experiences from his first-act careers (as a boxer and an actor) as lessons for his students. I know I'm not pushing 60, but I'm not fresh out of university either and it's really good to know that the years I spent working really hard, travelling the world, and figuring out which careers worked and didn't work for me might contain lessons that benefit someone else as much as they have benefitted me. I know that this inspiring and moving book will now start slowly making the rounds – first to Matt and my mom, who are both teachers, and then to my Bachelor of Education friends.
This book also really made me want to go track down the seven episodes of Teach: Tony Danza. Check out the preview below. Doesn't this look awesome?!


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Lot's of people have been asking me how to open up a bank account denominated in a foreign currency. The main reason appears to be a desire to hedge against future declines of the dollar. For example, right now the US dollar is trading at all-time lows versus the Euro, and at 30-year lows versus the Canadian dollar.
I must admit that I have no clue how to do this if one is not a citizen or permanent resident of another country. If you know how, please do enlighten us in the comments.
Now, I'm no currency expert, but doesn't this sort of behavior seem like performance chasing? It's the new "sure thing". I figure if you own a good chunk of international stocks, you are already enjoying some foreign currency exposure. In addition, a weak dollar makes our exports cheaper across the border, which increases sales for domestic goods. As I expect to keep earning and spending US dollars for the foreseeable future, I don't see any need for any additional hedging. If anything, I might hold more international stocks, but I'm still open to contrary opinions.
Let's say you do have a desire or need for some currency hedging. Instead of opening up a bank account in Euros, here are two alternatives:
Foreign Currency CDs at EverBank
EverBanks offers what it calls WorldCurrency Certificates of Deposit, which invest in a variety of foreign currencies. For example, with the Euro CD your $10,000 will be converted to Euros, earn an interest rate between 2.50-3.0% APR depending on term length, and then be converted back to US dollars upon maturity. The British pound CD is currently earning between 4.25 and 4.50% APR. So you'll have the chance to make (or lose) money from differences in exchange rates in addition to earning interest. Here are more pros and cons:
– Guaranteed interest rate
– $10,000 minimum purchase
– Available in 3, 6, 9, and 12-month terms. No account fees
– FDIC-Insured against bank failure, but not currency losses
– EverBank likely makes money off the yields in addition to the conversions: ?The currency conversion rate will be within 1% of the wholesale spot price EverBank pays for the currency.?
Foreign Currency ETFs from Rydex
Rydex has a group of foreign currency ETFs that come close to pure plays on that currency. For example, Euro:USD exchange rate is approximately 1.39:1, so the share price of the CurrencyShares Euro ETF (FXE) is $139. If the exchange rate goes to 1.50:1, then the share price would be about $150. Along the same lines, the British Pound Sterling ETF (FXB) has a share price of $201.
In addition, the ETF do effectively earn interest like bank accounts, as they give off monthly dividends. The Euro ETF is currently yielding 3.39%, and the British pound ETF is yielding 5.46%. This seems pretty good, considering Capital One 360 UK is yielding 5.25%. More pros and cons:
– Can buy as little as one share, from existing broker
– You are subject to possible stock commissions, and bid/ask spread
– Possible premium/discount to NAV
– Expense ratio is about 0.40%
– Trade in and out at anytime during market hours
Comparing the EverBank CDs and the CurrencyShares ETFs, it would seem that the ETF would win out if you had a broker that offered free trades like Zecco or WellsTrade.
Finally, you may be able to purchase or exchange into foreign currencies directly via a FOREX-specific broker or a standard stock brokerage that offers such capabilities. I'm not sure how much interest these sites pay though – I wonder if it is is standardized or if it varies like money market fund rates here.


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Opened 6 years ago
Closed 6 years ago
#14113 closed enhancement (implemented)
It would be cool if it were easier to figure out how to re-run a single test.
|Reported by:
|Owned by:
|Actual Points:
|Parent ID:
In #14111, I had a set of tests fail. Re-running them one at a time wasn't too easy. At first, I thought that the
--test option to run_tests.py would help, but it turned out to do something different.
It would be cool if, after seeing a string like
ERROR: test_pid_by_name_ps_bsd or
test_pid_by_name_ps_bsd [FAILURE], I could just pass
test_pid_by_name_ps_bsd directly back into the run_tests.py script and repeat the single failing test.
Child Tickets
Change History (4)
comment:1 Changed 6 years ago by
I suspect
--test does what you want but its usage is a little confusing. It takes a test module but not individual tests. I tried to illustrate how it's used in the examples...
Examples: run_tests.py --integ --test test.integ.util Only run integration tests for the util modules.
... but maybe there's another tweak for the
--help output that would make it clearer. Mind a suggestion on what would've helped?
comment:2 Changed 6 years ago by
I think my problem here is that looking at the output of "run_test.py" didn't seem to tell me what module I was in. So to figure out how to re-run
test_pid_by_name_ps_bsd, I need to figure out what module that's actually in. Is there something in the output that's supposed to tell me that?
comment:3 Changed 6 years ago by
Yup. The test run output shows modules, then only includes individual test names if there was a failure. So the thing for the
--test output was the first line that said failure (rather than the lower line that had the individual test).
Not sure how best for the test output to communicate it though. One option is that at the very end we could give the
run_tests.py --test foo commands to re-run failures,..
comment:4 Changed 6 years ago by
|→ implemented
|new → closed
Thanks Nick! This was my favourite suggestion. Stem now includes the commands for re-running individual test failures...


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Portland, Maine-based GridSolar, LLC is seeking bids from energy consumers and generators for up to 2,000 kilowatts (kW) of grid-tied power to reduce peak loads during a three-year pilot project within the towns of Boothbay, Boothbay Harbor and Southport in the Boothbay region of the state.
The qualified projects—which may include solar arrays, tidal or wind power, energy efficient lighting and cooling, load shifting, back-up generation, primary generation and energy storage— must reduce the amount of power imported into the region during periods of peak use, such as hot summer afternoons. In doing so, they will help Maine to reduce the risk of blackouts and system failures, and provide more reliability and efficiency for power customers.
The Boothbay service region of Central Maine Power's electric grid is a peninsula that is served by a single transmission line—and, during the summer months, the electric load is comes perilously close to exceeding the capacity of that line. CMP estimates that it would cost approximately $18 million to upgrade this line to increase its capacity to handle the few hours in any year when it is at risk.
The GridSolar Boothbay Pilot Project involves the development (through third-party entities), operation and control of up to 2,000 kW of distributed generation, energy conservation and demand response in the Boothbay Region. These resources are referred to collectively as non-transmission alternatives or NTAs. In order for these NTAs to provide a reliability benefit, they must be capable of operating so as to reduce the power inflows into the Boothbay Region when called upon to do so. The ability to secure these NTAs will result in a net load reduction in the Boothbay Region, which would avoid the need for the $18 million rebuild of the transmission line.
Photo of Boothbay Harbor, courtesy of GridSolar
"The Maine Public Utilities Commission (PUC) has designated the Boothbay peninsula as the location for a three-year pilot project to test whether we can improve the stability of the electric grid by making it smarter, instead of larger," said Rich Silkman, managing member of GridSolar, which has been designated by the PUC to serve as the smart grid pilot project operator.
"The Smart Grid Reliability Pilot Project should enable the Boothbay area to avoid the expense and problems created by new power line construction, while lowering energy costs and reducing pollution." Silkman added.
The GridSolar Project will comprise three key components:
According to the Maine PUC order approving the pilot project, it is designed to test both the cost and the effectiveness of ensuring grid reliability using a range of smart grid solutions, including at least 250 kW each of energy efficiency, demand response, renewable distributed generation (at least half of which will be photovoltaic solar energy) and non-renewable distributed generation (with preference given to resources with no net emissions of greenhouse gases).


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At 2,405 feet above sea level, Cheaha Mountain in Alabama is one of the less impressive state high peaks. Nonetheless I found myself driving 2 hours west on I20 about a month ago to hike up the mountain. We got to Cheaha State Park around 8am and drove to the top of the mountain where they were doing some construction. The views were good and if the day wasn't so overcast we could have certainly seen Birmingham in the distance.
We didn't go to the mountain to drive to the top though so we went down to the nearby Cheaha trailhead and hoped it was the one we wanted to hike (the trail maps provided at the state park were pretty much unreadable). We hit the trail which quickly connected to the Pinhoti Trail and followed it along the top of the tallest mountains in Alabama.
We followed the Pinhoti for 4 miles and passed a bunch of cool overlooks as well as backcountry campgrounds. The most interesting part of this trail came at the end of the four miles when we came across a small old plane that had crashed in the woods at some point in history. We checked it out and took some pictures before continuing to an overlook to eat lunch.
Once we departed the overlook we took the 3 mile connector trail from the Pinhoti to the Cave Creek trail. The Cave Creek Trail took us another 4 miles back up to the Cheaha trailhead where my car was parked.
Somewhere along the way though we ended up on an unmarked side trail and went about a mile before turning back and having to hike up some very steep stretches of trail. We finished the trail a little after noon and ate some granola bars in the bed of my little pickup truck. Overall it was a great hike (although a little longer than expected) and I was disappointed at not seeing any cave creeks (whatever that is) on the Cave Creek Trail. It was a nice little day trip and gives me another state high peak to mark off the list.


text:
Welcome to Simmons Construction's Interactive Newsroom!May 17th, 2008
Here, members of our staff, both in corporate and out in the field, post news about the Company, our events and project updates.
And with this new interactive format you, our guests, can also comment on our postings. We welcome your feedback on what we're doing right, as well as the kind that helps us get better at what we do.
Thanks for stopping by!
-The Simmons Construction Team


text:
If the interview process has gone well and it looks like you will be offered the position, it's vital that you negotiate the right salary for the role. This figure will be the basis of further rises or promotions, so it is crucial you maximise the remuneration package at this initial stage.
If you applied for the job via a recruitment agency, always conduct any salary negotiations through your consultant. Their intermediary role will keep the negotiations between you and your potential employer impersonal. Your consultant will have discussed your current salary and salary expectations with your potential employer, so you can be sure there are no surprises when the final offer is made.
If you applied for the job directly, you need to negotiate the salary yourself. Below are some handy tips for securing yourself the best deal.
Other Tips on...
Interview Techniques
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Interview Questions to Practice
Global Careers
Power Verbs
Set up a face-to-face meeting when you are ready to commence negotiations or discuss the offer.
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If the offer is OK, but could be improved:
If the offer is good:
Don't enter into salary negotiations too early in the interviewing process. If questioned abo...
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text:
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