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Five Game of Thrones quotes about Digital Marketing
I admit, I'm a huge Game of Thrones nerd. It's not surprising considering I watch it weekly with friends, find myself lost in the Game of Thrones wiki rabbit hole and discuss the latest theories online (R + L = J anyone?). The more I watch though, the more I believe that Ned Stark, Cersei Lannister and the rest of the Game of Thrones crew were born to be Digital Marketers. Here are 5 Digital Marketing tips that we can learn from Game of Thrones.
*There are no spoilers for Game of Thrones in this article.
1) "When you work in Digital Marketing, you optimize or you die."
There's really nothing else that can perfectly sum up Digital Marketing. Whether it be Search Engine Marketing, Conversion Rate Optimization or Search Engine Optimization, you need to be always on top of things and keep on optimizing. Take out the non-performing keywords in your ad campaign. A/B test your landing page and increase your conversion rate. Monitor your traffic in Google Analytics (organic vs direct vs referral, mobile vs desktop, average page time, bounce rate) and adjust accordingly.
Nothing is quite set and forget in Digital Marketing. You have to constantly optimize to make sure everything is performing well.
2) "Brace yourself. Changes are coming."
It's not enough to monitor your Digital Marketing efforts, you also need to be in the loop regarding the changes in the Digital Marketing industry.
Earlier this year, Google changed the AdWords game when they took out the side panel ads on the results page. Twitter changed what counts towards the 140 character limit a little over two weeks ago. Just last week, Instagram finally rolled out their announced algorithm-based feed to replace the chronological order that we're all used to.
Change is inevitable in the Digital Marketing world. It's up to us to stay on top of it.
3) "You know nothing digital marketer."
In Conversion Rate Optimization, the worst thing you can do is make changes because you think they would fix the problem. There are two inalienable truths that Peep Laja, founder of ConversionXL, shares in his wonderful article on CRO. First, your opinion doesn't matter. Second, you don't know what will work.
Do not make changes on your unsupported and baseless opinion. Look at your traffic in Google and determine which pages should be optimized. Install mouse tracking, heat map, and session replay software like Hotjar to uncover insights from your users.
Make changes based on data! It's the only way to be sure that you're testing the right things.
4) "What do we say to the god of spammers? Not today."
Spammers are a pain to deal with and can easily mess-up your Google Analytics traffic especially if you're just starting out. Luckily enough, spam traffic can be blocked quite easily by following this step-by-step guide. If the spammers have gotten into your data already, set-up a segment that excludes the spam data so you're able to do analysis on your real traffic.
5) "For the landing page is cluttered and full of distractions."
As I've mentioned previously in my blog post, the primary goal of your landing page is a conversion. It's not enough to reduce or downright eliminate outbound links from the landing page. Let's take it a step further and remove unnecessary copy. Write down your Unique Selling Proposition (USP). Outline your benefit and feature descriptions to communicate what problems you are solving and describe how you do it differently. Add in a testimonial or two for social proof.
Overall, you want your landing page to be succinct and easy to digest. Strip out all the unnecessary copy and outbound links so that it's clear for the customer what they should do when they reach your landing page. Convert.
6) BONUS: Hodor?
Did you enjoy reading the article? A like or a share would be a nice show of support! If you have any comments, write them down below or shoot me a tweet!


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About Page
Dhoraji Association . . .memories of Rashid Godil
All Pakistan Memon Fed
World Memon Org
Social Event memories
Nazim UC2 gulshan town Karachi
Photo History
Contact Page
Favorite Links
Covering Social Life in Photo
All Pakistan memon Federation,Dhoraji Asscoaition ,Memon Khidmat Forum
Federal Minister Mr.Malik Kansi giving Gold Medal
Dr.Hafeez Shiekh,Minister for Planning&Dr.Amin
Haji Rafique Pardesi with me
Razzak(ary),Latif Ibrahim Jamal
A.P.M.F...walk ...Mr.Siraj Teli
walid,Usman,Aqeel Karim
Mr.JabbarKamdar welcome Rashid Godil At Iqra SchoolProgram
Adamjee Day..A.P.M.F
Hon.Counsel General Of Republic Kenya Mr.Hanif Janoo
PirMohd Diwan & SiddiqePolani at Rangoonwala Hall
Aziz Memon,RazzakTasty,Dr.Amin Suria
Rashid Godil giving details of Haj Khidmat Programme
Guesst at award progrmme for children
ZubairAmin,Ghaffar Tumbi & others
At IqraSchool,Qadeer,UsmanSatti
Mr.AbooTayob,FarooqSamana and RashidGodil
asking quetion in convention dubai 2001
Ghaffar Saboonwala At reception
At Federation meeting with Shoib,Arif & Rashid Godil
Shafi Samana & Rashid Godil
Award Programme By DHORAJI
Federal Minister Mr.Malik Kansi At A.P.M.F.
Pir Mohd Diwan & Siddique Polani
Mr.Teli & Arif Saya in Dhoraji Function
Haji Ibrahim Teli,H.Razzak Teli & others
Dhoraji Association 199-2001
Dr.Amin Surya giving award to RafigBega
Dhoraji Association Award Programme
Thank You for viewing this page
Iqbal Hameed Officer from India visited Dhoraji Association

subset: commoncrawl


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COVID-19 update
Find out about how we'll be delivering our courses in 2020.
Full Time: 3 Years
With our BA Philosophy, examine some of our most fundamental ideas about truth, reality, right and wrong and challenge society's views about them.
Studying philosophy at the University of Reading will equip you with the ability to think logically, to evaluate arguments critically, and to challenge your own ideas and those of other people. We will give you an understanding of the central philosophical principles, concepts, problems, texts and figures. You will be taught by leading experts whose research strengths lie especially in moral philosophy and the philosophy of the mind and language. You will also have the chance to study non-Western philosophies, especially Indian philosophy.
Philosophy is a flexible degree allowing you to shape your studies to your interests. You take six modules in your first year and only one is compulsory: Reason and Argument will introduce you to the general skills required for all philosophy. You can also select modules from outside the department. In years two and three you will have the opportunity to explore your chosen topics in more depth, with modules such as Ethics and Animals, Philosophy of Crime and Punishment and Philosophy of Religion.
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Home/EU students: £750
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* UK and EU Fee Changes
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The tuition fee will remain £9,000 per year for the full duration of this course if you start in the 2016/17 academic year or have accepted an offer but deferred your entry until the 2017/18 academic year. This is unlike other institutions who are planning to raise fees midway through courses.
For further information, please see our webpage on the Teaching Excellence Framework and future tuition fees.
Additional costs
These course fees cover the cost of your tuition. Some courses will require additional payments for field trips and extra resources. You will also need to budget for your accommodation and living costs. See our information on living costs for more details.
Financial support for your studies
You may be eligible for a scholarship or bursary to help pay for your study. Students from the UK and other EU countries may also be eligible for a student loan to help cover these costs. See our fees and funding information for more information on what's available.
What career can you have?
Throughout our degrees, students complete career- and skills-related modules, encouraging them to think about what careers they would like and what skills they will need.
Philosophy will give you a range of transferable skills. In particular, skills in clear thinking, logical analysis and the critical assessment of argument are greatly valued in a variety of professional careers such as law, politics, management and marketing.
Recent graduates have found employment in the Civil Service, journalism, consultancy, finance, local and central government, and recent employers have included the Ministry of Defence, Cambridge University Press, local authorities and other universities. 92% of graduates from the Department of Philosophy are in work or further study 15 months after the end of their course [1].
Around one in four of our students continue their studies, including conversion courses and teacher training.
[1] Graduate Outcomes Survey 2017/18; First Degree responders from Philosophy.


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Podcast: Jennifer de St. George on business options for dentists
Hello and welcome to Ascent Dental Radio. A program dedicated to the balance between the clinical aspect of health care and the business of health care. And now here is your host, Dr. Kevin Coughlin.
Kevin: Welcome. You're listening to Ascent Dental Radio. My name is Dr. Kevin Coughlin and I'd like to just give a notice of thanks to Mr. Doug Foresta. His company, Stand Out and Be Heard, has been producing and managing this podcast now for several months. I'm proud today to introduce to you Mrs. Jennifer de St. George. I've had the pleasure of chatting with Jennifer over the last several months, and in particular, a variety of subjects.
But mostly, the independence and the options that dentists now have. Perhaps one of the most significant changes is the advent of corporate dentistry, or what more properly would be referred to as managed service organizations and dental service organizations.
Anyone who has followed practice management, anyone who has been involved in the field of dentistry will be familiar with Jennifer de St. George's background and accolades. She is one of the leading practice management speakers. And she is an authority in building teams and providing perhaps most importantly, education, team work and the development of a dental practice to suit the current goals and necessities that are available to today's dental force.
Without any further ado, I'd like to introduce Jenny de St. George. And as always, these podcast are brought to provide the dental profession with the best in these areas and other areas. And I can't thank you enough, Jenny, for taking the time to speak to me today about what's new and what's going on in the dental profession and how perhaps, between the both of us, we can shade some information to a variety of different topics. Jenny, thank you so much for joining me today.
Jenny: Kevin, it is absolutely my pleasure. I am going to, I'm afraid, date myself a little bit. When I first into dentistry almost four decades ago with my then current husband after he graduated from dental school, we opened our independent practice. And along with about 97 percent of graduating dentists at that time, which would be in the late 60s, about 97 percent of dentists graduating went into solo practice.
They took some money from the bank, in our case it was a whole whooping $25,000, to start four treatment rooms in 770 square feet. About three percent went to the military, postgraduate and once in a while, went into an associateship. So really the decisions that Edmond was making and the dentists at that time was not even a decision they had to make. It was a given.
When we went to crack a bank to get our loan to equip and open and finish the practice because the building was not completely finished, we had to do the last construction, the bank manager as he gave us $25,000 — and by the way, the only collateral we had, two wedding rings, a used VW that Edmond bought going through dental school and a DDS degree. And the bank manager looked at us and said, "We've never had a bankrupt dentist yet in the state of California, you will do nothing but succeed."
Fast forward to today, 2017, and historically I think that has changed to maybe — and I'm going to exaggerate a little bit — perhaps 97 percent of graduating dentists are now looking for some sort of relationship where they don't have to go out and start what we would call in England a scratch practice. And maybe three percent take that huge leap of faith, put their name on the door, open the door as we did, and just pray that somebody walks through the door.
I know it's beginning to turn. I was at a meeting recently in San Francisco and I ran into a vendor from Wells Fargo who's worked in dentistry for actually as long as I've been. He remembered me, I didn't remember him. And we sat and chatted and he said that the market — and I can obviously only talk for California — he said is changing and he's beginning to see more and more doctors graduating beginning to consider the potential of setting up an independent practice.
Either way, I think that Kevin your goal and my goal is to help in any way we can, the professional make an educated decision. So if they decide to join an organization or they make that commitment to go solo, they do it with, to the best of their ability, all the facts that they can get and not just make a blind emotional decision which I fear that many of them do.
Kevin: I can't agree with you more, Jenny. I do teach at Tufts School of Dental Medicine in Boston, Massachusetts and the focus of my course is part of a practice management curriculum. Which now is mandated basically through almost all 60 dental schools in the United States to provide a business background and try to improve the business acumen of these young graduates so that they've been given the tools to make informed decisions about what works for their particular wants and needs.
So one of the reasons I was interested in bringing Jenny on to our podcast is dentists look for experts. They are looking for information and knowledge. Because unfortunately, most of us have a very strong science background, but we have a very weak background in business. And today, we're surrounded by significant debt, significant challenges and it's up to us to provide tools and information to guide these graduates or any particular part of your career whether you're in mid career or in the twilight of your career, to make informed decisions.
Jenny, in your professional background, what would you consider would be the greatest opportunities, potentially the greatest threats to the profession as you see it? And you've traveled all over the world speaking and I believe you've been to five continents. What is your feedback from the people who are participating in your programs, reading your books, listening to your CDs? What do you see as their biggest opportunities and threats?
Jenny: I think it's very important for your listeners to know I do not come from a clinical background. I came into dentistry through marrying Edmond, so I feel like I went through dental school. I feel I graduated as a dentist, but I did not.
When Edmond graduated out of the last year of what was known as P&S in San Francisco, College of Physicians and Surgeons, that was the last year before they moved the school and it became the University of the Pacific. Edmond and his class and the classes before him used to tell me that there was virtually nothing that would walk into their practice on the first day that they did not have the confidence to know how to handle.
Edmond told me he chose to be a GP because he liked the stimulation and the challenge of never knowing what kind of patient was walking through the door. He just didn't want to go into a specialty practice where he was limited to a specific amount of procedures. So his confidence was so high that he could barely wait for the next patient to come through as an emergency.
Today, and this is just third party feedback, I am wondering if today's graduating dentists have the same confidence and they have the same skills. I'm going into my memory bank, I think Edmond, I want to say, he made 35 dentures off the top of my head. I do know that when he delivered a new set of dentures, that the patient could not get it out. The fit was so good. He had so much confidence.
And so the most important it would seem to me to say as a non-clinician is to do whatever you need to do to get your clinical expertise to the level that you are confident and comfortable with yourself.
And I think as a number one, therefore, if you have that confidence, the second decision is where to take that confidence and expertise becomes a little easier. I sometimes wonder if the youngest dentists graduating lean towards going into a management service organization because they perceive that perhaps they still need to get more experience or more expertise.
Which in a way, he's almost made the decisions for him or her. I don't know how you feel about that comment because you and I have not discussed it and I appreciate I am a non-dentist making it, but it would seem to me that expertise is what the profession is all about.
Kevin: I can tell you that from my perspective, a number of factors are taking place today. One, many of the young graduates are limited in their exposure and in their clinical skills today, much different than it was 30 and 40 years ago and that's because of the rise of specialization.
Today, that graduating student, that third or fourth year student is many times taking patients and these patients that require specific clinical care are referred to the post-grad departments, whether that's endodontics, periodontics, pediatrics, oral and maxillofacial surgery, public health. The list goes on and on and the nine specific areas of specialization.
So unfortunately, and this is a generalization in my part based on 34 years of clinical experience, not only my own business but teaching, that many times these young men and women — and I shouldn't use the term young, but recent graduates — may be lacking the experience that your husband had three and four decades ago.
I don't see that changing and my feedback from my students are, "Dr. Coughlin, I just need a couple more years of working anywhere I can to get my skills and confidence levels up," where your husband's confidence levels are because of perhaps additional clinical training.
I always tell the students, and perhaps you can comment on this, I always say you would never marry someone just to be married. And I don't think you should take a job just to take a job. I think you should take a job that you're passionate about and a location with a support team that you're enthusiastic about. And it's up to you to get that additional training.
Because from a purely financial standpoint, since the bulk of our profession is still general dentist, I cannot emphasize what you mentioned earlier in this podcast, you have to get training in the nine areas of specialization.
And although you may not be a complete expert in all areas, with adequate training and mentoring, you should be able to do 80 or 90 percent of the treatment that walk through your doors to improve your bottom line, keep yourself technically and didactically stimulated, and also offer more services for your patients than just simply a radiograph and a referral path. What would be your comments on that, Jen?
Jenny: Number one, I could not agree more because if the graduating dentist does not follow your advice, they will end up by rather being like a traffic cop at an intersection. A patient comes into the GP practice and like the interns doing medical, they pass them on to somebody else. They're just like the gatekeeper and I wouldn't have thought most dentists would go to school to become a gatekeeper.
Kevin: I couldn't agree more. One of the things, Jen, that I've actually seen and are part of my presentation, is it's almost like a dating game. I have them fill out a series of 20 questions and those questions are basically personality questions that determine do you have the entrepreneurialship, do you have the drive and the desire to be a solo practitioner, to be in a group practice or to be guided towards corporate dentistry.
And it's interesting over the last ten years, typically the groups that I'm speaking to are between 50 and 100 students. And more and more, each year, I see them gravitating towards corporate entities, sometimes because what we touched on is lack of clinical and business skills, but more and more, I see two incomes.
Many times one professional is marrying another professional and they say, "Dr. Coughlin, I'm looking for a different life balance. I'm interested in pursuing other aspirations and goals and I don't know if I want the trials, the tribulations and the potential stresses of being a small business owner."
And as I've said to you in private, I think our job as educators is not to necessarily put our views on people, but to explain to them the risks, the strengths, the opportunities, the threats and the decision-making process so that they don't make a mistake.
Because personally, being independent, being in control of your clinical and business, to me is hugely important. But sometimes for other people, they'd rather have other people make those decisions and just focus on the clinical aspect. What would be your thoughts on that?
Jenny: Many years ago, I was interviewed and in fact, interviewed him, a psychologist on entrepreneurship and small businesses. He had worked in the dental field for quite some time and he told me that dentists' group was the most individualistic of any of the professions. And in his opinion, there were dentists who were brilliant, they could have been heart surgeons or flown to the moon, whatever, but they choose to go into their own practice because they wanted to be in charge. But it takes a personality.
I think that what dentists today who have been practicing for many years, is they realize that 50 or 60 percent of the stress in their practice, maybe more, was not caused by their clinical area, it's caused by staff and patients.
I joke when I speak from the stage, the ideal dentist if they could wave their magic wand, would let the patient drop off their teeth in the morning, pick up their teeth at the end of the day. The dentist at the dentistry never has to see the patient because it's the patients and the money and the insurance and the staff that cause the stress, not the dentistry.
So I think that some of the dentists think that by going into a corporation that this stress, as I described it, will disappear, but that is absolutely not true.
And if there's one practical suggestion I could share with you, Kevin, that I have said from the stage for years, when you are going to interview, whether it's a DSO, an MSO, to be an associate in a private practice, whatever it is, call up and be a mystery shopper.
Call up and pretend to be a patient and make an appointment for an emergency. Get to the reception room two hours before the interview with the senior doctor or the manager of the group. Watch the staff, watch how they behave to each other, watch how they handle patients.
And if this is a mismanaged rude office where you will do nothing but learn how not to do it, I suggest you make your appointment five minutes and leave. You only want to go where you will be surrounded by the quality in management and communication.
Kevin: Jennifer, how do you feel, what's the best way for the listeners of this podcast to improve that situation? What are some of the areas if a dentist listening to this podcast says, "You know what, I think I'm doing a good job, but really if I was to be critical of my team, myself, my office, I need improvement," what would be the best way for them? How do they reach out to get better?
Jenny: The sad thing is we shouldn't have to ask this question. The sad thing, Kevin, is that in dental schools, patient management, patient-doctor communication and human resources, how to hire and fire and manage, should be part of every program.
In England, a few years ago, they actually took the four-year dental program and made into five years so they could add all this stuff that was not being included in the four-year program.
When I talk to deans of dental schools as I have over the years and I got on my little soapbox about the kind of thing you and I are talking about, the deans tell me that the students are not ready for this kind of information. Yet when you go and talk to the students, they are more than ready and they want it. The deans will say there's no time in the schedule, the students say you come in at 5:00 in the morning, we will come in.
At the moment, to answer your question, I don't think there is a structured approach. It's going to people like me going on to webinars, going to the conventions, but it's not a systematical approach. I am hoping to get it finished this year, 2017, I would like to start a JdSG Learning Center online where I put up a very basic but the whole program. Because in my opinion, when you learn staff management or you learn how to communicate with patients or how to ask for money, you must always do it in the context of the whole program.
But dentists graduate from dental school and they maybe go to a convention and in theory they could have three speakers who actually say three opposing views on the very same subject. So it can be confusing. It should be part of the school curriculum and it's not.
Kevin: I couldn't have said it better myself. Hopefully, with experts in communication, in teaching, in education like yourself, we'll see an improvement. And if I could give you a little prod, a little push, I will tell you get that program out running because our profession needs it. The better our business is, the better our communication skills are, the higher level of care and service we'll perform. And I think understanding the independence and the luxury of being independent — I tell the students be careful what you wish for.
Nothing in this world is for nothing. And when someone tells you they're going to take away all your stress and all your problems, sometimes you're left with more stress and more problems.
Our goal out there in the practice management field, in the educational field is to provide data and information so that students, the seasoned practitioner, that practitioner getting ready to transition perhaps into a new area of their life, they need these tools and they need this information to make the most informed decision.
I want to thank Jennifer de St. George so much for her expertise, her knowledge and her time. She's been doing this for over two decades, actually over three decades, and it has been an actual honor and a privilege to have you on this podcast.
You've been listening to Dr. Kevin Coughlin, Ascent Radio, that's Ascent Dental Radio. And again, my thanks to Mr. Doug Foresta for producing this podcast and it's Stand Out and Be Heard. Doug, thank you so much for your expertise and I look forward to our next podcast. Thank you listeners very much.


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Cecil's 4, Fourth Central European Conference for Postgraduate Students, will be held in Lublin, Poland on 21-22 August 2014. The conference is organized by the Institute of English of the John Paul II Catholic University of Lublin and the Institute of East-Central Europe. The IECE building at 5 Niecała Street is the venue of the event. Conference participants come from various countries of the world, the Visegrad Group countries in particular. The plenary speakers are renowned linguists: Ángel L. Jiménez-Fernández, University of Seville, Spain and Markus A. Pöchtrager, Boğaziçi University, Turkey. The conference programme includes 50 oral presentations on various issues of theoretical and applied linguistics. The aim of the conference is to bring together young linguists and postgraduate students of linguistics and give them the opportunity to present their research results, exchange ideas and foster international cooperation. Conference participants will also enhance their practical skills during a workshop on the application of digital corpora in linguistic research. They will also become acquainted with the multicultural heritage and history of Lublin during a walking tour.
The conference is co-financed by the International Visegrad Fund. For more information, visit the conference website http://cecils.webclass.co/
Ostatnia aktualizacja: 11.08.2014, godz. 10:01 - Wojciech Malec


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This band has no press
"Dichotomy" LP - February, 2005
"Seeds" EP - October, 2005
"Create the Night, pt. I" - October, 2006
"Tonight, You're Gonna Be A Revelation" - August 2009 (available through all major digital retail outlets)
Select songs are available at http://www.myspace.com/oblio
Oblio is an epic rock trio that blends fierce rhythms with inviting pop vocals and shimmering guitars to create an innovative sound revealing influences as diverse as the Walkmen, Paul Simon, and Arcade Fire. Exuding southern charm with a metropolitan sense of cool, Oblio seduces both the heart and the mind.
Oblio was formed in Nashville in 2004 by Terry Price (vocals/ guitar) with original members Travis Vance (bass/ keyboards) and Ben Dumas (drums/ percussion). After a lineup change in 2007, the trio has continuously wowed concert-goers with their incendiary live performances, Bonham-esque drumming and sweeping melodicism. Regional buzz over the next year earned Oblio an invitation to the highly publicized Next BIG Nashville festival, a shared bill at a sold-out 40 Watt Club in Athens, GA, and stints opening for Camera Obscura. Foregoing full-time employment at home, Oblio continues to prove its mettle through a dedicated touring ethic.
In August 2009, Oblio self-released Tonight, You're Gonna Be A Revelation, their first full length record as a trio with producer Neilson Hubbard (other production credits include: WPA, Matthew Perryman Jones, Glen Phillips, Garrison Star). The album emphasizes the band's signature energy and yearning passion, despite Price's battle with Bell's Palsy that occurred in the middle of recording. The featured track from the album, "A Story of Nashville," was featured in the Paste Magazine music sampler for the month of February.
Oblio continues to engage live audiences in the Southeast, Midwest, and Northeast in 2010.


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ETS Previews Revamped Examination for Teachers
Lawrenceville, N.J.--First the question pops up on the computer screen: Which members of N are multiples of 4? Below it appears the sequence (N=1,2,3,4,5,6,7,8,0,11,12,13,14,15).
On a pad at the side of the computer, the operator slides a "mouse," manipulating an on-screen arrow until it points to the answers she believes are correct. She presses a button, and a new question appears. Welcome to the new era of teacher testing, now dawning here at the 378-acre camgiant nonprofit firm is demonstrating the first phase of what will become the successor to the National Teacher Examinations, the most widely used teacher assessment in the country.
Once the multi-million-dollar overhaul of the NTE is complete, assessment officials say, pencil-and-paper testing for teacher licensure will no longer reign supreme.
Introduced in 1940, the NTE has been revised periodically, but "basically it's the test it was back then," said Gregory R. Anrig, president of the testing service. As a result of advances in technology, measurement theory, and the body of knowledge about learning, Mr. Anrig predicted, "we're going to see more changes in standardized educational testing in the "United States over the next 10 years than we have over the past 50 years."I want very much for ETS to be in the forefront," he said.
This summer, the firm put some 1,500 college students through the paces of pilot-testing the first stage of the new teacher examinations. By the fall of 1992, the ETS will begin phasing in the successor to the tests that 33 of the states use as part of their licensure requirements.
The advance look provided here was intended to keep the public and the education community apprised of progress on the overhaul project announced two years ago.(See Education Week, Nov. 2, 1988.)
Every step along the line, we're trying to involve people who will be affected," Mr. Anrig said.
The paper-and-pencil format of the NTE has drawn criticism from educators, policymakers, and members of the public, who claim it discriminates against minorities and provides insufficient or valueless data to judge an applicant's knowledge base or ability to teach.
For instance, states have had no way to gauge a fundamental skill for foreign-language teachers. "There is no way with the present NTE to test speaking," explained Frances S. Hoch, the North Carolina education department's chief consultant on second-language studies and a member of the Spanish advisory committee for the revamped tests. The ETS is hoping the new line of testing will allay such concerns by offering more information about prospective teachers.
The challenge is to redefine the concept of competence, said Sharon Robinson, director of the National Education Association's National Center for Innovation.3
One of the more radical ideas being floated, said Ms. Robinson, who served as a visiting fellow on the ETS project, is that test takers be asked to pose new ideas or questions, rather than merely supply correct answers to standardized queries.
"That would be a powerful assessment. I don't think the world is ready for that, though," she said, explaining that such fare might not be easily reduced to a score. "We'll have to come up with something that has to walk in both worlds."
Unlike the NTE, the new package of assessments will be administered during three distinct phases of professional training.
The testing service essentially started from scratch to produce the new tests. Although each stage will assess different characteristics, the ETS used a similar process to build the three phases. It reviewed the relevant educational literature and assorted state requirements, then sought the counsel of educators via telephone and in-person interviews.
Next, advisory committees were formed. Made up of teachers, principals, teacher educators, and representatives from state education departments and education groups such as the American Association of Colleges for Teacher Education, the committees also included more public-oriented organizations such as the National PTA.
As the final step, the ETS plans to survey thousands in the education community to balance the experts' views.
The overriding element in each stage has been to define what is important for a teacher to know or be able to do. Agreement has been "very strong" across all groups, ac cording to Michael Rosenfeld, director of professional and occupational studies for the testing firm. "Relatively new teachers are saying the same things are important as experienced teachers," he said.
The central questions posed at each stage of the assessment are:3
Stage I: Does a candidate have the basic skills to teach
Stage II: Does the individual know the subject matter and specific ways to teach it?
Stage III: Can the person apply this knowledge?
Stage I was designed to determine whether an individual has the basic reading, writing, and mathematics skills to become a teacher.4
Administered during the sophomore year in college, the test will en able students to realize early on if they have the skills required. As a result, Mr. Rosenfeld said, the process is "fairer to the student and it's fairer to the state and to the students in the classroom."
Instructional materials, broken down into distinct modules such as reading inference, will help students prepare for the test. Also included in the materials will be a practice test. The structure will permit students who fail the practice test or the actual examination to zero in on specific areas for further study.
In the computerized test, examinees will be asked to supply their own answers as well as select from multiple-choice responses. And they will be asked to write essays.
"It will be a multiple-length test depending on how well you answer the questions," said Paul A. Ramsey, Stage I leader for the ETS
A representative set of questions will be asked of all examinees. Once that set is completed, the computer will stop asking questions of individuals with scores high enough to have met state requirements. Test takers with failing scores will be given another set of questions for verification.
Despite the technology employed, computer skills will be unnecessary to succeed on the test, developers of the assessment said. Before the test, computerized tutorials will explain the symbols and process used.
What has surprised the ETS, officials interviewed here said, was the ease with which the test takers have used the computer. After students answer a question, for instance, the computer asks them to confirm their answer. "They see it as an [unnecessary] extra keystroke," said Kathleen O'Neill, a senior examiner.
"That was something we didn't think would happen. We expected more anxiety on their part."
The second part of the test will be administered at the end of under graduate training, when a candidate's knowledge of subject matter and pedagogy will be measured. Depending on state requirements, a test of content-specific pedagogy may also be required.
The Stage II test will consist of multiple-choice and "constructed response" questions calling for answers ranging from a single word to an essay.
A prospective English-literature teacher might be asked to do the fol lowing:
To test subject-matter knowledge, identify the author of a pas sage describing the mood and visionary qualities of a city.To test analytical ability, write an essay about the symbolism or social implications found in the works of Charles Dickens.To test classroom performance, prepare a lesson on A Tale of Two Cities.Test construction will be unique to each discipline, the test makers said. In addition to answering multiple-choice and constructed-response questions, for example, a prospective music teacher will be asked to submit a tape.
Douglass Fiero, the Stage II lead er, said he initially thought the tape was a frill, but that music teachers on the advisory committee convinced him that "if you can't make music in a classroom, you're not going to be a good teacher." The ETS is also attempting to take individual state requirements into consideration by developing modules for each discipline that will give states a menu of options from which to choose.
As the assessment is now conceived, teacher candidates will take a two-hour core test in their discipline in the morning. Optional tests will be given in the afternoon in one-hour chunks, for a maximum of four pieces.
This will account for the fact that one state may require only a mathematics examination, while another may mandate calculus or analytical algebra.
All told, no one will take more than six hours of tests in a single day.
Such tests will require more of the student and quite possibly the university, those involved in the project point out.3
For social studies, a teaching domain comprising a number of academic disciplines, the Stage II core test might consist of two 30-minute essays that would integrate U.S. history, world history, economics, geography, and civics/government. "You've got some disjuncture between what you teach and what you learn," said George L. Mehaffy, director of the education school at San Diego State University and a member of the social-studies advisory committee. "Candidates will have to know what the test contains and act accordingly to their [course] selection."3
"The astute candidate knows going down the pike he will have to take a geography course and an economics course," he said.
Mr. Mehaffy also theorized that the new tests could change the way liberal-arts courses are taught. If, for instance, a significant number of biology majors have difficulty passing the content portion of the teacher exam, he said, "we're going to have to look not only at the candidates, but to the preparation they received."
Stage III of the new assessment will not occur until the teacher candidate is in the classroom. Least developed of the three stages because it requires field work in partnership with the states, this performance-based assessment is wholly new to the ETS The third phase is "the trickiest and least well known," said Andrew C. Porter, director of the Wisconsin Center for Education Research at the University of Wisconsin-Madison and a member of the ETS teach programs council. But it has the "potential to be a great contribution," he said.
Stage III will consist of a series of observations and evaluations conducted by state and local school per. A candidate will also be expected to provide work samples and possibly submit to additional writ ten questions or interviews."
The focus, ETS officials said, will be on such skills as lesson planning, instruction, classroom management, student evaluation, and instructional effectiveness.
Experts on teacher assessment have generally welcomed the testing firm's efforts on the overhaul project.
"They're on the right track," said Raymond L. Pecheone, chief of the Bureau of Research, Evaluation, and Teacher Assessment for the Connecticut Department of Education. He said the integrity of the new testing instruments, however, will not be validated until the scoring components are pilot tested.
"The project is well-conceived," added Ms. Robinson, citing the incorporation of open-ended responses and performance-based assessments.
"There are some issues that remain on the table," Mr. Porter said. At preH sent, the University of Wisconsin re searcher observed, the focus is on the beginning teacher, but the test may be appropriate for more experienced teachers as well.
That issue is a potentially sensitive one in light of the efforts of the National Board for Professional Teaching Standards to offer certification to seasoned professionals. ETS officials describe the relationship between their new examination and the national board's plan as complementary rather than competitive.
Other issues that need to be re solved, Ms. Robinson suggested, are whether the test can be offered at a reasonable price, whether the technology will be accessible, and whether teachers will be presented with evidence that "it is an important rite of passage rather than a useless political barrier."
Vol. 10, Issue 2
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The Rotary Club of Valley Isle Sunset hosts World War II historian Harry Smith this Thursday at Fernando's in the Queen Ka'ahumanu Center. Smith will discuss the invasion of Iwo Jima as well as details of General Douglas MacArthur's island-hopping campaign towards Japan. $10. 5:30pm. Queen Ka'ahumanu Shopping Center, Fernando's (270 Dairy Rd # 164, Kahului), Facebook.com/ValleyIsleRotary
-Marina Satoafaiga (@sandtothecity)
Photo of marines raising the flag over Mt. Suribachi: National Archives


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This recipe for Creamy Avocado & Spinach Dip is a must for all guacamole fans! Our version calls for wholesome ingredients like Primal Mayo, lending creaminess to the spread's texture, and lemon juice, which offers a tangy punch. Meanwhile, minced garlic and red onion amplify the dip's amazing flavor.
This recipe spotlights two incredible superfoods: avocado and spinach. Loaded with heart-healthy fatty acids, avocados can reduce inflammation and boost your heart health and immune system. They can also lower cholesterol levels and your risk of heart disease. Spinach comes with a boatload of health benefits as well, such as its ability to lower blood pressure and support a healthy nervous system.
This delicious dip pairs perfectly with veggie sticks or crunchy chips, such as these Easy Whole Grain Pita Chips!
Yields: 12 servings | Calories: 164 | Total Fat: 13g | Saturated Fat: 2g | Trans Fat: 0g | Cholesterol: 3mg | Sodium: 85mg | Carbohydrates: 10g | Fiber: 5g | Sugar: 3g | Protein: 4g | SmartPoints (Freestyle): 6
- 1 ripe avocado, peeled and pitted
- 1 cup loosely packed baby spinach
- 1 clove garlic, minced
- 1/3 cup chopped red onion, diced
- 1 cup Clean Mayo
- 1 tablespoon freshly squeezed lime juice
- 1/4 teaspoon crushed red pepper flakes
- 1/4 teaspoon kosher or sea salt
- 1/4 teaspoon black pepper
- Add all ingredients to a food processor or blender and pulse until desired consistency. Add dip to an airtight container and refrigerate up to 24 hours. Enjoy with your favorite veggies!
Love the recipe? Hungry for more? Let us know! Leave a comment in the section below about this article or anything else on the site.


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I've written several novels, all of which remain unfinished and unpublished. In 2011, I drafted my second one, about a man who takes part in a challenge to win millions of pounds. Since then, I've periodically revisited the manuscript, but it never quite shaped it into a form I like.
The most recent attempt was over the bank holiday weekend. I sat down and fitted the key events into a structure that resembles a Hollywood screenplay. There are five major turning points that occur at set intervals during the narrative.
On the face of it, this sounds rather restricting, but for the first time in a long while, I'm actually excited about the project.
One stumbling block was a scene where the main character is taken to another country and left to find his way back to the UK. Having the structure to follow helped transform this rather long and dull trek into a series of shorter journeys, each part ending in a cliffhanger and raising the stakes a little higher.
Every so often, you'll hear a novel or a film described as 'formulaic'. This is usually caused by the writer making the structure too obvious. The turning points ought to be invisible to the casual reader or viewer, but they will be there, shaping the story into a form that audiences subconsciously expect.


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Saturday January 27 5.00pm to 9.00pm
This celebration will be one of the highlights of the city's Summer in Maitland promotion and will see a range of entertainment, food and activities on the riverside at The Levee.
There will be roving performers and activities for the kids, while the main stage is set to feature four acts over the evening with headliners Caravãna Sun sure to supply an energetic show supported by Jakubi, Little Quirks band and Earthen Rhythms African Drumming. Check out the main stage program below.
5.00pm to 5.40pm – Earthen Rhythms
5.50pm to 6.30pm – Little Quirks Band
6.50pm to 7.40pm – Jakubi
8.10pm to 9.00pm – Caravana Sun
The Summer in Maitland Celebration at The Levee is alcohol free and family friendly event so bring your picnic blanket, settle in for the evening, and enjoy some great food from Bao Brothers, Truckwits, Crafty Street Eats, El Poco Loco, plus dessert options from Hunter Valley Smelly Cheese Shop and CHOUX Patisserie. Don't forget there's a range of eat in options throughout The Levee too. Find them here.
Make sure to stay up to date with all things happening at The Levee this Summer via The Levee Maitland Facebook page.
We recommended walking through The Levee Shared Zone to access the Riverside. There's access to walk through Lavenders laneway to the west or Preschool Lane to the east. You can find a map here to help.


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Part I, Part II, Part III, Part IV, Part VIn this week's discussion of Gunlog Fur's A Nation of Women: Gender and Colonial Encounters Among the Delaware Indians, we get to the topic of why the Delaware referred to themselves, and were referred to by other Indians, as "a nation of women."To understand even partially how gender was perceived by seventeenth and eighteenth century Delaware, it is also necessary to appreciate the rigidity of European conceptions of gender roles at that time – in itself a stretch for the twenty-first century mind.The Delaware were known by Iroquois and other Algonquian tribes as "A Nation of Women." This was not, originally, a derogatory term but an appellation which referred to Delaware willingness and skill in negotiating peace agreements for themselves and between other nations. In the Delaware tradition men were the war captains and women the peace negotiators. Although women did occasionally fight, as givers and nurturers of new life women were considered more suited for the peace giving role. More importantly, the same person could not be permitted to fight and to negotiate peace. It was believed that allowing a warrior to partake in diplomatic efforts would result in either cowardice or perpetual warfare. The power of the war chief must be balanced by the peace chief, and so an individual trained for one path or the other.It is difficult to know the details of women's involvement in treaty negotiations with Europeans because women are written out of white male accounts, and these historians would not have recognized women's influence or understood Delaware power dynamics at any rate. British accounts usually list the men involved and do not even mention the presence of women, although in some instances they refer to "sundry women and children" accompanying the Indian men. Other European accounts are more inclusive, but they too focus on men, and Eurocentric gender bias has meant that until recently persons noted by their Indian name were assumed to be male. What is clear is that white men's preference for dealing with other men on matters of import put Delaware men in a prominent position in these negotiations. (Although Fur doesn't mention this, I wondered if one of the reasons that Delaware men were negotiating with white men was that European powers sent only men as representatives.) The only way white men could understand women in a position of power was in instances where social class and rank trumped male authority: thus they referred to women who obviously wielded power during negotiations as "queens." Whether through imprecision in the translation of terms or lack of recognition of the rigidity of European gender boundaries, Delaware men began referring to themselves as queens when engaging in diplomacy.One story that sharply illustrates the dichotomy between Delaware and European attitudes towards gender comes from an oral history recorded in the early twentieth century. In this Delaware account of an outbreak of violence with white settlers, the violence had escalated to an unacceptable level when women on both sides met to explore ways of ending the conflict. They reached an agreement in principle, and so the next day men and women from both sides met to ceremonially formalize the agreement. Details of this oral history are recognizable in a written account of a seventeenth century conflict with Swedish colonials, but there is no mention of any substantive involvement of a woman anywhere. Whether these two accounts do indeed refer to the same incident or not, they illustrate the degree of gender bias in written documents of the time.During diplomacy meetings men sometimes donned ceremonial women's clothing or carried implements symbolizing women's roles such as gourds or hoes. They addressed other Delaware men during these formal meetings as "sister" and used words denoting family affiliations such as "sister's daughter" or "cousin on distaff side" when addressing other Indians. Note that these feminine terms of address referred to matrilineal family relationships, rather than marriage, as metaphors.Inevitably with increased white contact the word "woman" began being used as an epithet toward Delaware men. This was especially true of the Six Nations Iroquois, with their strong British alliance. The British of all the colonials were most critical of anything suggestive of "unmanliness," a word for which there was no equivalent in Delaware. This culminated in a huge land grab by the British in the mid-eighteenth century which the Iroquois facilitated, justifying the action with the novel legal argument that as women Delaware had no right to own property. (The Iroquois knew such an argument had no validity even among their own people, but they also understood its appeal to their British allies.) Fur devotes some space to speculating why Delaware continued to refer to themselves as "a nation of women" for half a century after the phrase began being used in a derogatory sense, but in my opinion Delaware were just considering the source of the epithet. There was no love lost between Iroquois and Delaware even before European arrivals intensified the conflicts, and Delaware had worse names for the Iroquois than "women." And despite their high regard for William Penn, by the early 1700s Delaware had voted the English their least favorite white people. It might not have occurred to them to change their perception and presentation of themselves to placate people they held in similarly low regard.Some white men were highly annoyed by belittling terms meaning "women" directed toward Delaware men, especially men who had fought against the Delaware and respected their ferocity on the battlefield. There was a rehabilitation of the Delaware image by some whites in the nineteenth century, and this is where the scary warriors in Last of the Mohicans come in. The argument that "Delaware men could not have been women because they were good fighters" misses the point however. It was precisely because they commanded respect among other nations as warriors that Delaware collectively were allowed to take on the role of "women."Next week really will be the last week for discussing this book. We will take a further look at what sex and gender meant to the Delaware Indians.
Month: December 2013
Owl Calls From Cornell OrnithologyDecember 26, 2013
Happy SolsticeDecember 21, 2013
Zero is the New QueerDecember 20, 2013
The whole of the universe should be represented by the number zero rather than the number one. When I ran across this contention on the blog of a pagan queer theorist (a queerist?) I decided to ignore this incredible statement, once my head stopped exploding, because it is, er – not credible. But since this idea has actually been seriously entertained by a few other people, I'm going to address it. I will not link to the post, even though the author proudly took credit, because I'm embarrassed for zhir. In mathematics we use words and symbols to represent things that exist in the real world or to represent concepts that do not actually exist but help us to understand reality nonetheless. There is one cat in the picture to the left and two cats in the picture to the right. The numbers one and two have a physical, concrete basis in the real world. In the next picture, there are six images of cats, but taken as a whole this is one picture (or, as it is known in mathematics, one set). But what if there are no cats? We can designate a picture without cats in it as "no cats" or "zero cats," with zero referring to cats that do not exist. Zero is is defined as having no existence. It is nothing, only a useful human construct for that which does not exist in the real world. Now let's look at the whole of the universe, represented by this whole uncut apple pie. We have one (1) pie, and when we take a piece of out of it, say one-fifth, we have one divided by five (1 ÷ 5) or 1/5. But what if we start with a universe of nothing? In this picture of the whole of everything represented by nothing, not even any pies, we can take a fifth out of this nothingness and have 0 ÷ 5 or 0/5, which equals zero. Another way of saying this would be that something cannot exist within nothing, or you can't get something out of nothing.We're talking about numbers and math here, which involve definitions, so if you want to arbitrarily redefine things, you can call zero what used to be one and call one a purple rhinoceros and still be right within your personal made-up universe. The possibilities are endless in the realm of making stuff up. It stands to reason that this "zero is everything" idea should come out of the universe of queer theory, where queer includes all kinds of people who used to be straight but are now queer, along with all the queer people who used to be queer but are still queer. Queer means nothing anymore – in fact in postmodern queer theoryland everything means nothing anymore – so it stands to reason that nothing should now mean everything. It has a sort of balance. But maybe the source of the confusion comes from the symbol 0, which sortof looks like a pie. It's the kind of mistake a child would make. You might infer, if you didn't know any better, that the symbol 0 is defined as the number one, a word which has an O in it. Those of us who are not queerists pay attention in the first grade, at least one-fifth of the time, so we learn our numbers 1, 2, 3, 4, 5, etc., and we use the symbol 0 to designate nothing or as a place-holder. I recommend the first grade to everyone who still calls themselves "queer" and thinks it means something other than "I'm an idiot." It might mean no longer embarrassing yourself, or zhir-self, or whOever zoo say zoo are.
A Nation of Women (part V)December 13, 2013
Another segment of my review/summary of Gunlog Fur's A Nation of Women: Gender and Colonial Encounters Among the Delaware Indians Here are the links for Part I, Part II, Part III, and Part IV.Marriage is the central organizing principle of patriarchy, and Moravians were attempting to express their ideals of equality within this framework. They saw marriage as having deep spiritual as well as social significance. The married couple and their children were the basic family unit, with the larger church congregation making up the extended family. In contrast, Delaware not only traced their lineage through their mothers, but considered their maternal clan to be their primary family – even in adulthood, even after marriage. When long distance dislocations began occurring due to loss of land, men usually went with their maternal clan rather than remaining with their wives and offspring, leading missionaries to view them as abandoning their families. Delaware men were not indifferent to their wives' children, but their primary obligation was to the children of their sisters. The large maternal family included both converts and relatives critical of the new religion, which prompted missionaries to stress even more that converts should view marriage and church as their true family. Because Christians offered a dual framework where traditional Indians went to Hell and converted Indians went to Heaven, missionaries were accused of breaking up families in this world and in the afterlife. Missionaries were asking their converts to change their conception of family precisely at a time when loss of land was making traditional family ties more important.Missionaries saw Delaware enthusiasm for travel as threatening to the nuclear family unit, as well as interrupting patterns of worship. Delaware women and men traveled to visit sick relatives, to attend councils and festivals, and to maintain social and family ties. Delaware men would be absent from their village for weeks or even months at a time on hunting expeditions. With women directing food production and male responsibilities in the village conferred mainly through age and experience, it is easy to see how attractive long hunting parties would have been for young men. Close same-sex friendships were a natural part of life for people spending long stretches of time in sex segregated activities, and sometimes these friendships found erotic expression. Fur cannot tell us what degree of significance homosexual activity had for the Delaware, but predictably the missionaries were horrified.For all of these reasons – stability of the nuclear family, reliance on the church congregation, rhythm of Christian worship activities, discouragement of homosexuality, and no doubt their own cultural prejudices – missionaries were eager to make farmers out of Delaware men. The sticky widget was that Delaware women were unwilling to relinquish their authority over agricultural activities. Moravians did not wish to emasculate Delaware men and exhorted women to accept a more subordinate role, usually meeting strong resistence.Both traditional Delawares and missionaries encouraged young people to marry. An eligible young person in a Christian Delaware family could expect frequent introductions to suitable partners arranged by both his or her maternal grandmother and a male missionary, both working independently. Of course the missionary and the grandmother held different views on what constituted a suitable partner. For the maternal grandmother, keeping track of complex family relations to avoid transgressing incest taboos was paramount. A secondary but still important consideration was strengthening family friendships. The missionary was most concerned with matching committed Christians to one another, to avoid losing a convert due to family pressures. The missionary complained in letters and diaries about interference from maternal clan leaders in matchmaking activities he considered his rightful prerogative as Christian leader of the community. We do not have diaries for the grandmothers, but it is easy to infer that they would have had similar words for the male missionary.This discussion about marriage will provide background for the next two posts about gender.
Radio Interview with Susun WeedDecember 6, 2013
Susun Weed interviewed me about animal magic on her Wise Woman Radio program. Order Invoking Animal Magic on Amazon here,Or go to book website here. I still have three sections on Gunlog Fur's A Nation of Women to share. The next will be about marriage (check back on December 13) and the final two about gender.
Just a reminder…..December 4, 2013
It makes a great gift. Read an excerpt or order through Amazon here.


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Ladies, when we think about spring cleaning we think about cleaning out clutter from our homes; it's out with the old and in with the new stuff to refresh the atmosphere. Well, the home of your heart needs to be cleaned up, uncluttered and prepared for a new season too.
It sounds good to say that you're ready for love and a fresh start right? But how can anyone have a real chance at a new beginning if we're still holding on to old baggage – relationships, wounds, fear, how someone else made you feel –good or bad. It's like a junky closet that has so much mess inside of it that you can never find what you're looking for. Similarly when it comes to relationships, this is a great time to clear out the clutter in your life. Maybe all of your stuff is blocking someone else from seeing all of your value that you have to offer. So, if you're really ready to restart and spring forth, sometimes as Fantasia says in her song, sometimes you have to lose to win. Here are my Deya Directives on how you can unpack and clean up:
1. Let Go: Release everything that you don't need or that's not adding to your life. Let go of all things negative like anger, resentment fear and unforgiveness; like grease, they clog up your heart and mind. Confront and tackle the hard and grimy things that are putting an ugly stain on your energy. Deal with it, clean it up, and move on — one moment, minute, day at a time.
2. Give. It's the other "Good Will". Give it away and give it up; that is love, kindness and oh so much more. Be the partner you want to receive.
3. Make Room: Clean your own closet. Make room for something new and exciting. Focus on the things that you can do to clear the air. Free up space in your heart so you can let someone all the way in. Open Up & Be Open. Just like you need air, you, we, and I need LOVE. So stop pretending that you don't need people, we ALL do! Even independent America needs other countries. Don't be the lone ranger if that is not what you really want.
4. Refresh Everything: Cut that grass and water your soil (if you know what I mean). Get a haircut, a new look, add some fun colors. There's actual psychology and energy to the colors you wear. So decide what you want to project and go for it.
Deya Direct is your Go-to-Girlfriend on all things feminine and Fly, with a special place in her heart for love and relationship advice. Married and living in Dallas, Texas, She is the author of Soft is the New Power: Embracing Your Feminine Edge to Win in Love & Life (http://amzn.to/2ls4GPd)


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The Jira developers have been hard at work on version 4.4, and today we're happy to announce the availability of milestone 3 via the Early Access Program. There are lots of great Jira improvements to check out in this milestone, so read on.
The Workflow Designer
Since we acquired the Jira Workflow Designer plugin late last year, our dev team has been hard at work integrating it into Jira. A few notable — and awesome — changes made it into this milestone.
First, when viewing a list of the workflows in your instance, you'll notice a new link for each workflow that takes you directly into the Workflow Designer to start editing it:
If you've used the Workflow Designer plugin before, you'll notice that it's undergone a bit of a makeover. We've redesigned it to look more like Jira, and it no longer takes you out of the Administration console. We've also added a slide-out drawer on the left that hides some of the functions when not in use to save space.
Lastly, there's a new action accessible from the "More Actions" dropdown menu of Jira issues: "View Workflow". It shows the user an image of the workflow the issue is in (there's also a new permission to go along with this feature: "View Read-Only Workflow").
Being able to view what stage of the workflow issues are in can help users decide how to transition them, help new users understand workflow concepts, and, frankly, is just cool.
Your Votes at Work
The Jira team has already made major progress on two of Jira's most voted for feature requests on our public Jira instance. Put together, these two issues will satisfy almost 700 of your votes.
User Time Zones
User time zones is currently the fifth most voted for feature request with 440 votes. The Jira team has made major progress on this in Milestone 3, adding the ability for users to set their time zones in their user profiles, and for admins to set a default user time zone.
Not all date/time fields in this Jira build support these new time zone settings, but the team is hard at work to deliver a complete solution in the 4.4 official release. Check out the Jira 4.4 EAP3 Release Notes for time zone configuration instructions.
Editable Options for Custom Fields
Editable Options for Custom Fields is currently number 15 on the most voted for feature request list with 244 votes. Previously, you couldn't edit a custom field's properties without having to recreate it entirely. Jira 4.4 EAP3 allows you to edit the options for custom fields of the following field types:
- Select List
- Multi Select
- Cascading Select
- Radio Buttons
- Multi Checkboxes
What Else?
- Improved Setup Wizard — the setup screens you see when you first get Jira up and running have gotten a makeover, with some new functionality introduced as well.
- Database Connection Now Included In Setup — connecting to a database is now part of the standard setup wizard.
- Improved installers for Linux and Windows
- And more!
Try it Out
We hope you're as excited as we are about the Jira 4.4 launch, and we'd love for you to download the milestone 3 build, try it out, and give us feedback via our public Jira instance!
Check out the release notes for a full run-down of the improvements in this build.
Standard EAP disclaimer applies: this is not intended to be used in production instances, and there will be no supported upgrade path until Jira 4.4 officially launches.


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« FöregĺendeFortsätt »
keeper Midgetription nations
POSITIONS Not later than June 30, 1988, the Secretary of Defense shall submit to Congress a report, in both classified and unclassified versions, containing the following:
(1) A description of the quantitative and qualitative implications for the strategic modernization program of the United States of the publicly-announced position of the United States at the Strategic Arms Reduction Talks in Geneva, giving special, but not exclusive, attention to the implications of such position for the Trident SSBN program, the rail-garrison Peacekeeper program, and the small intercontinental ballistic missile ("Midgetman") program.
(2) A description of the advantages and drawbacks of following the recommendations made in 1983 in the report of the President's Commission on Strategic Forces with regard to research on smaller ballistic-missile carrying submarines, each carrying fewer missiles than the Trident, as a potential followon to the Trident submarine force.
(3) The recommendations of the Secretary of Defense with regard to paragraphs (1) and (2) on United States force mod
ernization policy and arms control policy. SEC. 907. SUPPORT FOR NUCLEAR RISK REDUCTION CENTERS
(a) Congress applauds the recent signing of an agreement between the United States and the Soviet Union on the establishment of nuclear risk reduction centers. Congress regards this agreement as an important and practical first step in reducing the threat of nuclear war due to accident, misinterpretation, or miscalculation. Congress notes that the agreement calls for centers to be established in each nation's respective capital for the routine exchange of information and advanced notification of nuclear and missile testing.
(b) It is the hope of Congress that this first step in nuclear risk reduction will increase the confidence and mutual trust of both parties to the agreement and lead to an expansion in functions to reduce further the chances of accidental war. Such functions may include joint discussions on crisis prevention and the development of strategies to deal with incidents or threats of nuclear terrorism, nuclear proliferation, or other mutually agreed upon issues of concern in reducing nuclear risk.
i. Department of Defense Authorization Act, 1987 Partial Text of Public Law 98 661 (S.2368), 100 Stat. 3816, approved
November 14, 1986
AN ACT To authorize appropriations for fiscal year 1987 for military activities of
the Department of Defense, for military construction, and for defense activities of the Department of Energy, to prescribe personnel strengths for such fiscal year for the Armed Forces, to improve the defense acquisition process, and for other purposes
Be it enacted by the State and House of Representations of the United States of American in Congress assembled,
ANCE (a) CONTINUED ADHERENCE TO SALT II NUMERICAL SUBLIMITS.It is the sense of the Congress that it is in the national security interests of the United States to continue voluntary compliance with the central numerical sublimits of the SALT II Treaty as long as the Soviet Union complies with such sublimits.
(b) DEFINITION.–For purposes of this section, the central numerical sublimits of the SALT II Treaty include prohibitions on the deployment of the following:
(1) Launchers for more than 820 intercontinental ballistic missiles carrying multiple independently-targetable reentry vehicles.
(2) Launchers for an aggregate of more than 1,200 intercontinental ballistic missiles carrying multiple independently-targetable reentry vehicles and submarine-launched ballistic missiles carrying multiple independently-targetable reentry vehicles.
(3) An aggregate of more than 1,320 launchers described in paragraph (2) and heavy bombers equipped for air-launched
cruise missiles capable of a range in excess of 600 kilometers. SEC. 1002. SENSE OF THE CONGRESS ON NUCLEAR TESTING (a) FINDINGS.—The Congress makes the following findings:
(1) The United States is committed in the Limited Test Ban Treaty of 1963 and in the Non-Proliferation Treaty of 1968 to seek to achieve the discontinuance of all test explosions of nuclear weapons for all time.
(2) A comprehensive test ban treaty would promote the security of the United States by constraining the United States-Soviet nuclear arms competition and by strengthening efforts to prevent the proliferation of nuclear weapons.
(3) The Threshold Test Ban Treaty was signed in 1974 and the Peaceful Nuclear Explosions Treaty was signed in 1976,
and both have yet to be considered by the full Senate for its advice and consent to ratification.
(4) The entry into force of the Peaceful Nuclear Explosions Treaty and the Threshold Test Ban Treaty will ensure full implementation of significant new verification procedures and so make completion of a comprehensive test ban treaty more probable.
(5) A comprehensive test ban treaty must be adequately verifiable, and significant progress has been made in methods for detection of underground nuclear explosions by seismological and other means.
(6) At present, negotiations are not being pursued by the United States and the Soviet Union toward completion of a comprehensive test ban treaty.
(7) The past five administrations have supported the achievement of a comprehensive test ban treaty. (b) SENSE OF CONGRESS.-It is the sense of Congress that, at the earliest possible date, the President should
(1) request the advice and consent of the Senate to ratification (with a report containing any plans the President may have to negotiate supplemental verification procedures, or if the President believes it necessary, any understanding or reservation on the subject of verification which should be attached to the treaty) of the Threshold Test Ban and Peaceful Nuclear Explosions Treaties, signed in 1974 and 1976, respectively, and
(2) propose to the Soviet Union the immediate resumption of negotiations toward conclusion of a verifiable comprehensive
test ban treaty. In accordance with international law, the United States shall have no obligation to comply with any bilateral arms control agreement with the Soviet Union that the Soviet Union is violating. SEC. 1003. REPORT BY THE CHAIRMAN OF THE JOINT CHIEFS OF
ISTING STRATEGIC OFFENSIVE ARMS AGREEMENTS (a) IN GENERAL.—The Chairman of the Joint Chiefs of Staff shall submit to Congress a report containing a detailed assessment of
(1) the military consequences to the United States of a policy decision by the United States to discontinue compliance with the major provisions of
(3) Under average annual real growth projections in defense spending of 0 percent, 1 percent, 2 percent, and 3 percent, the percent of the annual defense budget in each year between fiscal year 1987 and fiscal year 1996 which would be consumed by increased United States strategic forces needed to counter the Soviet force expansions.
(4) The military effect on United States national security of the diversion the funds identified under paragraph (2) away from nonstrategic defense programs and to strategic programs to counter expanded Soviet strategic capabilities, including the military effect of such a diversion on the ability of United States conventional forces to meet the specific non-nuclear defense commitments of the United States as a member of the North Atlantic Treaty Organization and under the 1960 Treaty of Mutual Cooperation and Security with Japan.
(5) The military implications for the United States of Soviet violations of offensive arms control agreements that have been
determined. (c) REPORT REQUIREMENTS.-(1) The Chairman shall
(A) include in the report required under subsection (a) the individual views of the other members of the Joint Chiefs of Staff; and
(B) submit such report in both classified and unclassified form. (2) The report required by subsection (a) shall be submitted not later than December 19, 1986.
(e) RESTRICTION ON OBLIGATION OF FUNDS.—If the Chairman of the Joint Chiefs of Staff fails to submit the report required by subsection (a) before December 20, 1986, no funds may be obligated or expended, directly or indirectly, on or after such date by the Organization of the Joint Chiefs of Staff for any study or analysis to be conducted by a civilian contractor until such report is received by Congress. SEC. 1004. SENSE OF CONGRESS EXPRESSING SUPPORT FOR
TERS (a) CONGRESSIONAL STATEMENTS.—The Congress
(1) has expressed its prior support for the establishment of nuclear risk reduction centers; and
(2) supports the President's willingness to negotiate an agreement with the Soviet Union to establish such centers in
each nation. (b) SENSE OF CONGRESS.—It is the sense of Congress that if an agreement on nuclear risk reduction centers is signed, the United States center should
(1) be assigned the responsibility to serve as the center of activity for United States risk reduction activities under the agreement; and
(2) make recommendations to the Assistant to the President for National Security Affairs regarding additional risk reduction arrangements that might be proposed to the Soviet Union. j. Department of Defense Authorization Act, 1986
Partial text of Public Law 99-145 (S. 1160), 99 Stat. 583, approved November
8, 1986; as amended by Public Law 99-190 (Further Continuing Appropriations, 1985; HJ. Res. 465); 99 Stat. 1185, approved December 19, 1985; and by Public Law 100_456 (National Defense Authorization Act for Fiscal Year 1989, H.R. 4481), 102 Stat. 1918, approved September 29, 1988
AN ACT To authorize appropriations for military functions of the Department of De
fense and to prescribe military personnel levels for the Department of Defense for fiscal year 1986, to revise and improve military compensation programs, to improve defense procurement procedures, to authorize appropriations for fiscal year 1986 for national security programs of the Department of Energy, and for other purposes.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
FENSIVE ARMS AGREEMENTS (a) SENSE OF CONGRESS.-It is the sense of Congress that
(1) the United States should vigorously pursue with the Soviet Union the resolution of concerns of the United States over Soviet compliance with existing strategic arms control agreements and should seek corrective actions through confidential diplomatic channels, including, if appropriate, the Standing Consultative Commission and the Nuclear and Space Arms negotiations;
(2) the Soviet Union should take positive steps to resolve the compliance concerns of the United States about existing strategic offensive arms agreements in order to maintain the integrity of those agreements and to strengthen the positive environment necessary for the successful negotiation of a new strategic offensive arms agreement;
(3) the United States should continue, through December 31, 1986, to refrain from undercutting the provisions of existing strategic offensive arms agreements
(A)(i) to the extent that the Soviet Union refrains from undercutting those provisions; and
(ii) if the Soviet Union actively pursues arms reduction agreements in the Nuclear and Space Arms negotiations; or
(B) until a new strategic offensive arms agreement between the United States and the Soviet Union is con
(A) should carefully consider the impact of any change in the current policy of the United States regarding existing


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This week I have learned that......
The elimination diet is no fun for Mama, but it makes the baby happy.
It's diaper after diaper in this house.
I love not having to worry about supper thanks to my church's Moms group. One less concern for me as we adjust to being on our own with the baby.
I still love looking at those little toes.
Leah will again be an awesome goalie saving her team from a big loss. Way to go!
Olivia despite her size will out run girls twice her size and score. Way to go!
One day it will be Adelynn on the pitch with her big sisters cheering her on.
Friday, October 08, 2010
⋅ Labels: Lessons
2 comments :
- Unknown said...
You have to do the elimination diet? I did no dairy- or soy-containing foods for 10 months, starting when Sam was 6 weeks old. It was not fun for me, but it worked! Wishing you luck with it- I know how hard it can be to have a baby with a hurting belly!
- Yvonne said...
I wasn't instructed by the Doctor but by cutting all that dairy, caffeine, chocolate and citrus Adelynn is doing better. Hoping I can add it back in over time. Or at least the chocolate part!


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This post describes my latest paper: Urai AE, de Gee JW, Tsetsos K, Donner TH. (2019) Choice history biases subsequent evidence accumulation. eLife, 8:e46331, and was reposted from the DonnerLab website.
To study the mechanisms of decision-making, researchers often treat individual decisions as isolated events. However, as we go around the world, our decisions can be strongly influenced by previous experiences. Even in cases where it may be best to focus only on the current situation, our choices can be hard to separate from contextual factors. For example, studies of perceptual decision-making use well-controlled, but artificial, stimuli about which observers have no prior knowledge. Still, it has long been known that the choice an observer made seconds ago influences what she will report next.


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The advantages of this line of flooring include a 3mm pre-attached underlayment, a 30 year warranty, and random lengths from 2 ft to 6 ft.
Nirvana PLUS – 10mm
These laminates often come with a 2mm pre-attached underlayment and a 25 – 30 year warranty.
Nirvana – 8mm
This collection typically comes with a 3mm pre-attached underlayment and 25 year warranty.
Charisma – 8mm
Need an Easy Click floor that installs in a snap? This line of Dream Home Laminates do not have a pre-attached underlayment, but often come with a 20 year warranty.
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Save with a coupon for 20% OFF all Dream Home Laminate and Tranquility Vinyl floors until April 23, 2014!


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Its been a long time since i updated my blog as i was lately too much busy with my dentistry and was having very little time spared to express through words. This write up and the follow ups will be regarding the extensive journey we carried throughout the Bavarian region in southern Germany. We did a lot of planning for this trip and I must say we enjoyed it to the fullest.
Me and my better half had it in our bucket list to visit the world most talked about and biggest beer fair THE OKTOBERFEST https://www.oktoberfest.de/en/ so,we planned our trip accordingly to start our BEER TRAIL from Munich and drove across the monsoon splattering and cloudy dreamy mountains.
We started our journey from Kuwait to Munich at the wee hours of night but we were pretty excited to land so we didn't catch enough sleep. We were right on time to reach Munich and followed up with our immigration formalities and the best thing an immigration guy could tell us was "Dont drink too much beer…" to which we nodded like decent people.We had a quick bite in airport and got our pre-booked rental car from Buchbinder
Passed across miles of meadows and the clear sky, headed towards Dachau Concentration Camp http://www.kz-gedenkstaette-dachau.de/ .We as kids read a lot about the world war and the active part of Adolf Hitler. Dachau concentration camp was one of the terror center established during Hitler's reign under the direct command of his right hand Heinrich Himmler. Now this ground is a memorial but one can read about the torture almost 2 lacs people went through each day in this camp. We walked through each corridor and it is preserved as it was then with heart wrenching stories of pain and sorrow. The entry to the camp is free just the parking ticket one has to pay.
We hit the road again and this time the sun was playing kinda hide and seek with us. Our plan was to cover some cities on romantic road but then we were too tired and exhausted to drive across all the cities. Happy go lucky as we are always we drove towards Augsburg. Augsburg was a sweet surprise for us. Kinda college goer paradise. People sitting on the cobbled city center enjoying a smoke and a beer. We couldn't spend a lot of time here ás we had to head back and take a goodnight rest at our abode.
We booked a place from AirBnB and i must say it was a beautiful property. Lovely hosts and their son who was ready to help us out for whatever we needed. We instantly felt at home after reaching this place. Our host,Doris was courteous lady and she was a good guide.https://www.airbnb.com/rooms/17524423?location=Wolfratshausen%2C%20Germany&s=4iE4DzLj . I would love to visit that place again if at all i plan to visit Munich again and spend some good time.
We called it a night after an enjoyable day because a lot of beer was coming on our way the next day.


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I'd like to know if there is a way to create a "Hierarchal" type of custom field. Just like the category field. like for example the main resolutioncontains mainRes1 and mainRes2. when mainRes1 is selected, Resolution1,2,3 are shown in subcategory when mainRes2 is selected Resolution 4,5,6 is shown in subcategory?
please help,
This is not possible in the current version of Service Desk, but I believe that this has been submitted as a feature request by a number of customers. If you submit a customer support ticket suggesting this as a feature request, it will generally increase the significance and weight to the requests for this capability.
thank you.


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A lot of folks have come to me hoping to learn how to make a guided meditation with music. Surprisingly, it's not all that hard to do! I'm going to walk you through an easy way to do this (and have it sound good) on a limited budget. Ready? Let's go! What You'll Need Before You Start There are a few things you will need before you start the process. You may already have these things or maybe you'll need to get them. A Computer Hopefully you have access to a computer because this tutorial requires you to download some free software in order to make your guided meditation. Most computers will work fine, but you probably won't be able to complete the process if you have a small netbook-like computer such as a Chromebook. Macs and Windows PCs will work fine! A Microphone Don't worry if you haven't purchased… read more
July 19, 2018 |


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Bringing Hope. Inspiring Dreams
Extreme Outreach Society (EOS) is a non-discriminatory, local, non-profit organization with a vision to remove barriers caused by poverty, resulting in stronger, healthier communities. The mission of Extreme Outreach Society is to break the cycle of poverty, homelessness and addiction at an early age. We provide unique programs and services for underprivileged kids and their families in an effort to inspire productive lifestyles and develop future leaders, thereby strengthening communities.
Outreach Programs for Underprivileged Kids in Victoria, BC – Home of SuperKids!
Sponsor a Child Today to go to
Summer Camp 2021!
Lattes, sandwiches, soups &
baked goods served daily
Open Monday to Friday - 8:30 to 3:30
Sponsor a BBQ
to Support Families in Need
Volunteer at EOS &
Give Back to Your Community
Warm a Soul
Stockings Stuffers
Starts Annually in November
Get Involved in our
Annual Christmas Dinner
Become An Extreme Monthly Sponsor
We have officially reopened our Coffee House! To view current hours and procedures, go directly to the Coffee House page. With the loss of income from the Coffee House the last few months, we are in need of monetary support. To directly support our COVID-19 work, click on the button below. We have received the news that Camp Barnard will be closed until the end of August. Our new summer program has been decided and can be viewed here
Support our COVID-19 Response Work
Click here for our latest Newsletter.
SuperKids Summer Camp
We are committed to ensuring that kids in our community have the opportunity to enjoy a true summer camp experience, regardless of economic circumstance. Learn more!
Sponsor A Child To Camp Today
Warm a Soul
The WARM A SOUL campaign creates stockings for children in Greater Victoria and are delivered during our Extreme Annual Christmas Dinner. Stockings are also created for the homeless and less fortunate adults in need and are delivered by volunteers. Join in the Fun!
Annual Christmas Dinner
The EOS annual Christmas dinner is an annual highlight! Families in need that are connected to our SuperKids and BBQ outreach programs come together to celebrate the joy of Christmas with a traditional hot turkey meal and gifts. Learn more!
BBQ Outreach Program – Sponsors Needed
Extreme's BBQ outreach is held at a low-cost housing complex in Victoria that is home to many at-risk children and their families. Cliff has developed many life-long relationships, while inspiring youth to contribute in meaningful ways to their community. Partner with us and Sponsor a BBQ Learn more!
Coffee with a Cause
Our full service coffee shop is open Monday through Friday, from 8:30 to 3:30 at the corner of Helmcken and Island Highway in View Royal. Fresh espresso, lattes, sandwiches, snacks (gluten free options too!) and locally roasted organic coffee beans available with all proceeds going to EOS programs. Come visit us today, OR go to our online store here!