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Inholdings and Rights of Way ToolboxThe Inholdings and Rights of Way Toolbox is a 'work in progress' and represents only the information available. In addition to the resources provided here, you may also be able to obtain advice and recommendations through discussion on Wilderness Connect. Date of last update: 5/30/17.
- Introduction
- Overview
This tool box contains materials pertaining to the access to private or state lands within wilderness areas, as found in Section 5 of the Wilderness Act of 1964. The private lands may be owned, or may be subject to valid mining claims or other valid occupancies (such as facilities associated with a water right). (For all other rights pertaining to mining, see the MINERALS Toolbox.)
This toolbox does not cover Rights-of-Way associated with uses other than this broad group of inholdings and valid occupancies. Those are covered in the RIGHTS-OF-WAY Toolbox.
Nor does it cover claims of RS2477 Rights-of-Way. Note that such are public rights-of-way, and do not apply to private access.
This toolbox does not cover access to permitted structures for which there is no valid existing right (e.g., livestock facilities, which are addressed in the GRAZING toolbox).
NOTE: Though the Arthur Carhart National Wilderness Training Center has made every effort to provide materials that are legally accurate, inholding access can readily become contentious, and it is critical that you contact your solicitor or general counsel if inholding access is an issue in your wilderness.
- Definitions
- Inholding
Non-federal land within the boundary of a wilderness designated by Congress. It does not include edge-holdings or cherry-stemmed holdings.
- Edge-holding
Non-federal land adjacent but not within the boundary of Wilderness designated by Congress. Edge-holdings usually are not accessed by a right-of-way through the wilderness.
- Cherry-stem holding
Non-federal land surrounded by lands designated by Congress as Wilderness except the point at which a non-wilderness road intersects the land. As neither the cherry-stemmed holding or the access to it are within the wilderness boundary, the provisions of the Wilderness Act do not apply.
- Inholding
- Basis in the Wilderness Act
Section 5 of the Wilderness Act of 1964 details how we are to manage State and private lands within wilderness areas:
Sec. 5. (a) In any case where State-owned or privately owned land is completely surrounded by national forest lands within areas designated by this Act as wilderness, such State or private owner shall be given such rights as may be necessary to assure adequate access to such State-owned or privately owned land by such State or private owner and their successors in interest, or the State-owned land or privately owned land shall be exchanged for federally owned land in the same State of approximately equal value under authorities available to the Secretary of Agriculture: Provided, however, That the United States shall not transfer to a state or private owner any mineral interests unless the State or private owner relinquishes or causes to be relinquished to the United States the mineral interest in the surrounded land.Briefly, subsection (a) guarantees "adequate" access to inholdings and subsection (b) guarantees "reasonable" regulations will be used to provide access to valid mining claims or other valid occupancies. Naturally, the definitions of "adequate" and "reasonable" have been (and can be expected to continue to be) the subjects of litigation. See later sections of this Toolbox, Inholding Access in Subsequent Legislation and Relevant Case Law, for further information.
(b) In any case where valid mining claims or other valid occupancies are wholly within a designated national forest wilderness area, the Secretary of Agriculture shall, by reasonable regulations consistent with the preservation of the area as wilderness, permit ingress and egress to such surrounded areas by means which have been or are being customarily enjoyed with respect to other such areas similarly situated.
(c) Subject to the appropriation of funds by Congress, the Secretary of Agriculture is authorized to acquire privately owned land within the perimeter of any area designated by this Act as wilderness if (1) the owner concurs in such acquisition or (2) the acquisition is specifically authorized by Congress.
Sub-section (c) makes it clear that the federal agency can purchase or exchange for an inholding with the owner's consent or if specifically authorized by Congress. (To date, Congress has not authorized a specific acquisition absent the owner's consent.) Purchased or exchanged lands automatically become designated as wilderness.
Under the authority of Section 6(a) of the Wilderness Act, inholdings can also be given to the federal agency for management as wilderness. In addition, edge-holdings can also be given to the agency and automatically become part of the Wilderness after sixty days notice to the Congress.
- Inholding Access in Subsequent Legislation
- Case Law (Access)
- Overview
- Management Policies, Guidelines, Processes, and Templates
- Multiple Agency Comparison
- Policy - Natural and Cultural Resources Management, Part 610 Wilderness Stewardship
- Chapter 2 Wilderness Administration and Resource Stewardship, 610 FW 2
2.10 May the Service authorize access through wilderness to non-Federal land where rights to access do not exist? Where there is existing access or a right of access through nonwilderness land, we will generally not allow access through wilderness other than that available to the general public. We will give State or private landowners, and their successors in interest, effectively surrounded by or adjacent to wilderness, access to their land through wilderness where such access is appropriate and compatible with the purposes of the refuge, including the purposes of the Wilderness Act, and does not involve uses generally prohibited by the Wilderness Act. We will only approve that combination of routes and modes of travel which will, as determined by the Refuge System, cause the least lasting impact on wilderness character. We will authorize such access through a renewable special use permit for a period not to exceed 5 years. See 610 FW 5 for some of the additional provisions applicable in Alaska.
- Chapter 5 Special Provisions for Alaska Wilderness, 610 FW 5
5.6 What special provisions apply to access to inholdings in Alaska wilderness areas? Section 1110(b) of ANILCA requires that we give the owners of valid inholdings adequate and feasible access, for economic or other purposes, across a refuge, including a designated wilderness area. An inholding is State-owned or privately owned land, including subsurface rights underlying public lands, valid mining claims, or other valid occupancy that is within or effectively surrounded by one or more conservation system units. We require a right-of-way permit for access to an inholding only when section 1110(b) does not provide adequate and feasible access without a right-of-way permit (43 CFR 36.10(b)). When a right-of-way permit is necessary under this provision, we process the application in accordance with regulations in 43 CFR 36.10 and 50 CFR 29.21.
- Chapter 5 Special Provisions for Alaska Wilderness, 610 FW 5
5.8 What special provisions apply to authorization of temporary access to non-Federal lands?
A. Section 1111 of ANILCA requires the Service to authorize and permit temporary access across wilderness to State or private land by a landowner for the purpose of survey, geophysical, exploratory, or other temporary uses where access will not result in permanent harm to the resources of the area or lands. Regulations at 43 CFR 36.12 implementing section 1111 of ANILCA define temporary access to State or private lands as limited, short-term access, which does not require permanent facilities.
B. The landowner seeking access must complete an application for temporary access (SF 299). After evaluating the application and ensuring that no permanent harm will result to the resources of the area, the refuge may issue a special use permit with the necessary stipulations and conditions.
- Chapter 2 Wilderness Administration and Resource Stewardship, 610 FW 2
- Policy - Natural and Cultural Resources Management, Part 610 Wilderness Stewardship
- Examples of Plans or Guidance
- 1995 guidance for authorizing inholding access in areas designated by the California Desert Protection Act
- Documents supporting edge-holding donation as wilderness addition
- Training Materials
- Wilderness in the Courts Webinar Series, Session 3: Inholding Access
This webinar was held on May 15, 2013 at 12:30 PM Eastern time. The 90-minute session featured Peter Appel, the Alex W. Smith Professor of Law at the University of Georgia Law School, and introduced participants to the topic through case studies analyzing access for inholdings, inholdings and grazing, private rights, and mining claims.
- Wilderness in the Courts Webinar Series, Session 3: Inholding Access
- Resources and References
- Pearson, M. and Wallace, G. H. (1994). Prioritizing the acquisition of Wilderness inholdings. Fort Collins, CO: Department of Natural Resource Recreation and Tourism, Colorado State University.
- Tanner, R. (2002). Inholdings within Wilderness: Legal Foundations, Problems, and Solutions. International Journal of Wilderness, 8(3): 9-14.
- Wilderness Stewardship Reference System (WSRS)


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Smart options to reduce traffic on Kingsford Smith Drive
Community Action for Sustainable Transport (CAST) are promoting a range of options for reducing traffic on Kingsford Smith Drive.
"Airport Link, construction traffic from the North-South Tunnel, the North Shore development, Portside and the Cruise Ship terminal are all going to be creating more traffic on Kingsford Smith Drive, so we need a smart plan to deal with this*", said CAST spokesperson Tristan Peach.
CAST are proposing a range of options that will reduce traffic, improve air quality and reduce greenhouse gas emissions:
(1) An extension of the Doomben railway line to service the North Shore development and the Cruise Ship Terminal at Hamilton. There is already a freight line between Doomben and the Hamilton Wharves which could be utilised by CityTrains.
(2) Council's planned walkway/bikeway along the Brisbane River linking Hamilton, Breakfast Creek, Teneriffe, New Farm, Fortitude Valley and the City must be completed in the next year
(3) A rapid public transport service linking Hamilton with the City via Kingsford Smith Drive – Breakfast Creek Street and Ann / Whickham Street utilising the existing 300 and 305 bus services. This service could have priority at traffic lights along the route and if traffic impedes the buses then a peak-hour bus/cycle priority lane should be provided
(4) A new City Cat Stop at the Eastern end of the North Shore development with high frequency services throughout the day
(5) Car-pooling and car-sharing programs for workers and residents at North Shore, Portside and the Cruise Ship terminal.
These improvements would provide significant benefits to the tourism industry by servicing the Cruise Ship Terminal.
Improvements to Brisbane-wide transport services would also be required to make these options totally effective.
Brisbane City Council's proposal is to widen Kingsford Smith Drive and Nudgee road.
"Council's option for reducing traffic on Kingsford Smith Drive should be tested against our options," said Mr Peach.
"Given that the Airport Link tunnel is a major cause of this extra traffic I am concerned that building more roads will just create more problems," he said.
* The Airport Link impact statement (table 9-10 traffic and transport technical paper) shows that east of Cooksley Street (on Kingsford Smith) traffic will increase by 8.23% by 2016 (66,900 in 2004; 71,000 2016) with Airport Link. East of Racecourse Road traffic will increase by 25.87% by 2016 with Airport Link. The North Shore development at Hamilton is predicted to have 10,000 residents.
Sunday, March 04, 2007
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subset: commoncrawl


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Our long-term goal is to prevent liver cancer by eliminating dietary aflatoxin and human exposure to this mycotoxin in food. In past research, we made significant progress towards this long-term goal and accomplished two short-term goals. (1) We identified key components in the genetic switch that activate aflatoxin gene expression and developed a comprehensive model that predicts the detailed mechanisms by which the switch regulates the timing and level of aflatoxin synthesis. (2) We identified several fungal and plant metabolites that block aflatoxin accumulation and gene expression. In the next phase of this research, we will analyze two key components of the switch mechanism in sufficient detail to identify specific steps that are susceptible to control. Using this information, we will continue to identify and test promising natural plant and fungal compounds that block aflatoxin synthesis. This research approach will allow us to confirm or modify key steps in the regulatory model and will fill a critical knowledge gap in our understanding of aflatoxin synthesis specifically and in control of complex gene clusters in general. This approach will also assist efforts to formulate and apply effective strategies to block aflatoxin synthesis on susceptible crops. Based on our model of the genetic switch, we present two central hypotheses: 1) active CRE1bp complexes recruit proteins necessary for initiation of aflatoxin gene expression (AflR and HAT);2) the timing and level of aflatoxin gene activation is in part controlled by the initiation and spread of histone H4 acetylation in the aflatoxin gene cluster. To address these hypotheses, we propose to accomplish two Specific Aims. 1. Analyze the role of CRE1bp in aflatoxin gene activation. 2. Analyze the role of histone H4 acetylation in aflatoxin gene activation. As part of the proposed work for each specific aim, we will identify new inhibitors of aflatoxin synthesis and determine the specific mechanisms by which these and previously identified inhibitors block aflatoxin synthesis. Our work will allow us to effectively control aflatoxin synthesis on food and feed crops - this outcome will have a large positive impact on human health by providing one practical strategy to reduce liver cancer incidence.
As part of the proposed work, we will identify new inhibitors of aflatoxin synthesis and determine the specific mechanisms by which these and previously identified inhibitors block aflatoxin synthesis. Our work will allow us to effectively control aflatoxin synthesis on food and feed crops. This outcome will have a large positive impact on human health by providing one practical strategy to reduce liver cancer incidence.
|Wee, Josephine; Day, Devin M; Linz, John E (2016) Effects of Zinc Chelators on Aflatoxin Production in Aspergillus parasiticus. Toxins (Basel) 8:
|Roze, Ludmila V; Laivenieks, Maris; Hong, Sung-Yong et al. (2015) Aflatoxin biosynthesis is a novel source of reactive oxygen species--a potential redox signal to initiate resistance to oxidative stress? Toxins (Basel) 7:1411-30
|Linz, John E; Wee, Josephine; Roze, Ludmila V (2014) Aspergillus parasiticus SU-1 genome sequence, predicted chromosome structure, and comparative gene expression under aflatoxin-inducing conditions: evidence that differential expression contributes to species phenotype. Eukaryot Cell 13:1113-23
|Hong, Sung-Yong; Roze, Ludmila V; Wee, Josephine et al. (2013) Evidence that a transcription factor regulatory network coordinates oxidative stress response and secondary metabolism in aspergilli. Microbiologyopen 2:144-60
|Ehrlich, Kenneth C; Mack, Brian M; Wei, Qijian et al. (2012) Association with AflR in endosomes reveals new functions for AflJ in aflatoxin biosynthesis. Toxins (Basel) 4:1582-1600
|Linz, John E; Chanda, Anindya; Hong, Sung-Yong et al. (2012) Proteomic and biochemical evidence support a role for transport vesicles and endosomes in stress response and secondary metabolism in aspergillus parasiticus. J Proteome Res 11:767-75
|Roze, Ludmila V; Beaudry, Randolph M; Linz, John E (2012) Analysis of volatile compounds emitted by filamentous fungi using solid-phase microextraction-gas chromatography/mass spectrometry. Methods Mol Biol 944:133-42
|Roze, Ludmila V; Chanda, Anindya; Linz, John E (2011) Compartmentalization and molecular traffic in secondary metabolism: a new understanding of established cellular processes. Fungal Genet Biol 48:35-48
|Roze, Ludmila V; Chanda, Anindya; Wee, Josephine et al. (2011) Stress-related transcription factor AtfB integrates secondary metabolism with oxidative stress response in aspergilli. J Biol Chem 286:35137-48
|Roze, Ludmila V; Koptina, Anna V; Laivenieks, Maris et al. (2011) Willow volatiles influence growth, development, and secondary metabolism in Aspergillus parasiticus. Appl Microbiol Biotechnol 92:359-70
Showing the most recent 10 out of 37 publications


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Aubrey Wynne
Genre: Historical Romance
Aubrey Wynne resides in the Midwest with her husband, dogs, horses, mule and barn cats. She is an elementary teacher by trade, champion of children and animals by conscience, and author by night. Obsessions include history, travel, trail riding and all things Christmas. She is a proud member of the Coffee Talk Writers.
Her debut story, Merry Christmas, Henry, was published in November 2013 by Melange Books, LLC and won Best Short Romance in the Editors and Predators Reader's Choice of 2013. Her humourous short, Pete's Mighty Purty Privies, will be released by Alfie Fiction.com in Spring 2014.
Influences: Judith McNaught, Jude Devereaux, Julie Garwood, LaVerle Spencer.
Follow Aubrey
Lovable Ramblings
Author of short stories and historical romance novels, bestest auntie in the world, chocolate fanatic and wino…
… Hot flash queen with menopausal memory, world traveler (well, Europe), animal lover, equine obsessed, teacher needing retirement, lover of stale jokes, lover of lists and run-on sentences.
These ramblings will be updated without warning!


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Thank you for taking the time to visit my website, and I look forward to meeting you and your children sometime soon.
Let me tell you a little bit about me and my background in fitness and dance. It all started at the age of 6 when I enrolled at the Western School of Dancing in Essex. I trained in Latin American, Ballroom, Disco and Rock n Roll until the age of 17. I achieved all my medals in both Latin and Ballroom disciplines to the highest level of '10 dance' before the age of 12 and then again at Junior level. I have competed throughout this time all over England, France and Holland and have won no less than 250 medals and trophies. I was also a member of both the disco and Rock n Roll formation teams. Sadly, I was forced to retire from competition at 17 when I needed to focus on my studies.
It didn't take me long before I was bored and in desperate need of focus and most importantly music and dance!! So I attended local exercise classes in my town whenever I could. I got the buzz again and at the age of 20 I trained as an Exercise to music teacher. Over the past 21 years I have gained qualifications and experience in Step aerobics, Circuit training, Spinning, Body Conditioning, Nutrition, Personal training, Pre and Post natal exercise, gym instruction and personal programming, Core stability, Chi-ball, exercise and movement for children and most recently Salsafit and hoola hooping! I have worked in both private health clubs, local leisure centres and privately in local halls. I have also worked with the health authority, alongside GPs with patients recovering from injuries and illnesses and a local pre-school, teaching under 5s movement and dance.
I have a passion for movement to music and as you can see have spent the majority of my life (35 years) including it in my daily routine. Most importantly I have a passion for sharing it with you and your children. I have an excellent reputation and am known to have energy, drive and motivation. I am well experienced in taking the average person and teaching them how to look and feel better and to encourage them to participate in classes, making them feel welcome and part of the class. My focus is on fun and enjoyment – if its not fun, remember, you'll struggle to maintain it!
If you're an experienced exerciser – then I have the knowledge and expertise to take you further. I have experience of working with marathon runners, competitive rowers, tri-athletes and long distance cyclists and athletes.
My most recent addition to my portfolio is 'Dance Kidz'. This is an after school and holiday club for children from 4 – 7 years. My aim is to give children the opportunity to learn and experience movement to music. These classes will be for both boys and girls and will include all styles of music (latin, jazz, classical, soul, rock n roll, disco, country, salsa, chart dances and familiar party dances)! The emphasis is on fun and children having the freedom to express themselves with time spent at each session to encourage them to use their imagination and move freely to music!
Classes will be 45 or 60 mins, dependant upon age and type of class. Cost will be £3/£5 and will be bookable in blocks, paid in advance. Please see each booking form and price list for individual classes. I am currently offering Dance Kidz classes as an after school club, holiday club and for children's birthday parties.
I am fully insured and CRB checked and hold a current and up to date First Aid Certificate.


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Tips for Choosing a Pest Control Company
You've recently moved into neighborhood, only to find out that the home you bought is crawling with pests – of all kinds. You're not a specialist on your new property, neither are you friends with the neighbours yet. Your best option is to look for a quality pest control company such as Go-Forth Pest Control of Winston-Salem.
Here are tips to help you in your search:
Never assume that each service you call is licensed or insured in the state where you live in. You don't want to be responsible if any of the exterminator injures himself while performing work on your property. Call their references or ask your neighbors for referrals of insured pest control services. Go-Forth Pest Control of Winston-Salem is a pest control company that is licensed in North Carolina and adequately insured for your protection.
Go to your prospect's website and read reviews online. Consumers like to talk about both their positive and negative experiences with the services they hire. Just be sure to stick to reputable consumer websites because there are many reviews that are actually manufactured.
Products Used
When talking to a pest control service like Go-Forth Pest Control of Winston-Salem, don't forget to ask them about the types of products they use. Take note that one-size-fits-all does not fit into the pest control industry – at least, if you're concerned about quality service. Different pests require different products to eliminate them. Look for a service that uses a unique approach to each type of infestation.
When it boils down to service providers, cheaper is not always the better option. However, a good pest control service is always willing to work with you on your budget, long as it's reasonable. Just give them a good idea of your expectations and try to meet halfway.
Regular Reporting
Extensive exterminations like tent fumigation are conducted with regular reporting. Ask your prospective pest control service if they normally keep customers posted on the status of their extermination projects, especially if you are a busy person. Ask them when they will be able to complete the process and when your household may be able to resume its normal routine.
Professionalism is vital in any industry, including pest control. How do you find the workers at the service you're eyeing? Are they responsive to your needs? Are they nice and respectful? Do they go to work in proper uniform? Are their products appropriately labeled? Although these questions can seem trivial, they can actually help give you a picture of the service provider's professionalism. Go-Forth Pest Control of Winston-Salem is a pest control company that is well-known for professionalism.
Infestation Management
Finally, how do they take care of recurrent infestations? Any established good pest control service knows that infestation can always creep back in. But you should only agree to sign on a service that promises they will return as soon as another possible infestation is suspected. Most highly reputed services such as Go-Forth Pest Control of Winston-Salem are glad to revisit homes which they have already serviced, either on a quarterly or a monthly basis.


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In the quest for growth, associations often look to their events to reach new audiences. But when entering new international markets, should they choose to collaborate, or compete, with similar organisations?
"Most associations choose to partner with a local counterpart or sister association when entering a new market, adopting a collaborative strategy," says Terrance Barkan, former association manager and now founder of Globalstrat. "At the same time, many large and successful associations are increasingly taking a more independent approach - a 'compete' strategy."
Success can be achieved through both methods, yet each has very clear advantages and disadvantages with long-term implications.
Working together
Collaboration implies a close co-ordination of activities where an association is dependent on a partner's performance. "The first step in determining if collaboration is right for you is to be clear on what exactly you are expecting out of the arrangement," says Barkan. "Define how you intend to measure outcomes and set goals for the partnership."
It is important to choose a partner that will deliver goals aligned with your association. All partnerships consume management time and attention, so ensure there are resources dedicated to making a partnership work from both sides and that there is a clear delineation of roles and responsibilities.
Examples of collaboration include joint events and publications, sharing of content and intellectual property, exchange programmes, cross-recognition of credentials and qualifications, joint membership, discounts and translation services.
The European Association of Urology (EAU) has taken a collaborative approach with national associations both within and outside of Europe. Jacqueline Roelofswaard, managing director of the EAU, says: "We have built a good relationship with all European national societies and also those in the US, South America and the Middle East. We did not want to eat up national societies because they help urologists to stay up to date professionally. We are not competing because their events are usually in the national language of the country and they are different. We have been able to support associations in Eastern Europe in particular.
"The EAU mainly provides educational courses and speakers. We collaborate on journals with the US association and offer an exchange programme. There is a shared membership scheme with some countries such as Egypt and Iran. This activity raises the profile of the EAU and drives members and delegates, but this is not our primary focus."
Roelofswaard adds: "We are open to all countries for collaboration because our mission is to spread scientific knowledge of urology. Once a year we gather secretary-generals from all the European national societies to discuss guidelines and education."
Going it alone
While collaboration may seem a natural step for associations, sometimes it should be avoided in favour of a more independent approach. "It may be in an association's best interests to compete, when the new market is fragmented and there is no strong local partner," advises Barkan.
It is not advisable for associations to partner with an organisation that lacks critical attributes and suffers from weak management, a poor reputation or a lack of resources, for example.
Associations may also wish to steer clear of collaborating when it is critical that it maintains control over processes, content, products and services for quality purposes. "If an association decides to take the independent route and to use its own brand, content and resources, it will have the advantages of greater control over the quality of the event, finances and brand," says Barkan.
He adds: "However, competing with a local association in this way does not rule out a more mild form of collaboration - specifically, co-marketing-type arrangements. This, though, is a world away from co-hosting an event."
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text: Free Features | May 29, 2001Let the Word Be HeardBe an Advocate for Good Classroom Acoustics Anne E. Seltz Author Notes Anne E. Seltz, an ASHA Fellow, is an active member of the working group S-12, Acoustical Society of America, which is developing a Classroom Acoustic Standard. As a clinical audiologist, she counsels her clients about managing their acoustic environments. Contact her by email at firstname.lastname@example.com E. Seltz, an ASHA Fellow, is an active member of the working group S-12, Acoustical Society of America, which is developing a Classroom Acoustic Standard. As a clinical audiologist, she counsels her clients about managing their acoustic environments. Contact her by email at firstname.lastname@example.com.× © 2001 American Speech-Language-Hearing Association Article Information Hearing & Speech Perception / Acoustics / School-Based Settings / Features Features | May 29, 2001 Let the Word Be HeardBe an Advocate for Good Classroom Acoustics The ASHA Leader, May 2001, Vol. 6, 4-20. doi:10.1044/leader.FTR1.06102001.4 The ASHA Leader, May 2001, Vol. 6, 4-20. doi:10.1044/leader.FTR1.06102001.4 View Article Figures Tables Supplemental Data Supplements Multimedia Share Email Twitter Facebook Pinterest Tools Get Citation Citation Seltz, A. E. (2001). Let the Word Be HeardBe an Advocate for Good Classroom Acoustics. The ASHA Leader, 6(10), 4-20. doi: 10.1044/leader.FTR1.06102001.4. Download citation file: RIS (Zotero) EndNote BibTex Medlars ProCite RefWorks Reference Manager © 2018 American Speech-Language-Hearing Association × Alerts User Alerts You are adding an alert for: Let the Word Be HeardBe an Advocate for Good Classroom Acoustics You will receive an email whenever this article is corrected, updated, or cited in the literature. You can manage this and all other alerts in My Account The alert will be sent to: Confirm × Sign In or Create a free account to receive alerts. × In this decade, thousands of aging schools will be renovated or replaced, and audiologists and speech-language pathologists across the country are advocating for good acoustics to improve listening. ASHA developed a position statement on acoustics in educational settings in 1995, and a national standard under development by a working group of the Acoustical Society of America is expected this year (for more about the proposed standard, see An Update on Classroom Acoustics). Turning Classroom Acoustics Research into Action Many classrooms in the United States are noisy. A U.S. Government Accounting Office report on the state of our nation's classrooms found that 28% of respondents from a school survey of 10,000 rated "acoustics for noise control" as the primary environmental problem in their schools. Those schools recognized the need. Many others don't. Are your local classrooms quiet enough to support learning? We all live in a school district, our children and grandchildren are students, and some of us work there. Some of us provide voice treatment to teachers with vocal abuse. Some of our patients are students with hearing loss whose learning is compromised by noisy or highly reverberant spaces. All of us are lifelong learners who benefit from good acoustics, especially adults with hearing loss and low vision. For students of any age with hearing loss, the technology of hearing aids, FM systems, cochlear implants, and sound field amplification is most effective in a quiet environment. Research tells us that many students are harmed by bad acoustics: students with learning disabilities, with delayed development, those under age 15 with immature speech and language, students for whom English is a second language, children with periodic otitis media causing variable hearing, those with central auditory processing difficulty or other speech and language disorders, children with chronic illness, and students with emotional and behavioral difficulties. All of these students listen, learn, and function less well in poor acoustic environments. Where Do You Start to Quiet Your Schools? Clear communication is an access issue for everyone. And who better than SLPs and audiologists to advocate for good classroom acoustics so that accurate listening is accessible? We value human communication—talking and listening—and we can clearly communicate the needs of students and staff and suggest expert resources for solutions. You don't have to be an acoustical engineer, but you can become familiar with the basic acoustic design concepts (see Resources), promote basic noise control, and help find experts. The large quantity of research data documenting impaired learning in poor acoustics needs to be known, believed—and acted on. Nothing will happen in your school district until the concept of creating good classroom acoustics is valued. Help make it a top priority for communication disorders specialists, parents, teaching staff, administrators, school boards, designers, community members, and policymakers. How Can You Help Make It Happen? Become as knowledgeable as you can on the subject. To get started, see the resources on page 20. Gain access to a good sound level meter that can measure down to 35 dBA, and survey some unoccupied classrooms to document the problem. Assess how many students and staff with disabilities could benefit from improved acoustics in your school and district. Form an advocacy group that includes all these people. Present the need and rationale for good classroom acoustics again and again to those who can make it happen. Remind others that everyone benefits from good acoustics. Do You Have to Do This Alone? Advocacy is always more successful when a large, diverse group proposes change. Educational audiologists know it's hard to advocate for a single student with hearing loss in a school. But when that audiologist joins forces with others in the school who need good acoustics, the task becomes easier. Talk with the PTA, school board, teacher unions, and special education professionals. Parents are a powerful group and, once aware of the value of good classroom acoustics, they will probably support it. Ask for help from your local, state, and national professional organizations. The local chapters of the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Self Help for Hard of Hearing People, Inc., as well as other disability advocacy groups may support these initiatives. Members of the local Acoustical Society are knowledgeable and eager to provide technical assistance to help achieve your goals. SLPs and audiologists can work together. Our colleagues in academic, private practice, clinical, rehabilitation, medical, and educational settings can form a special interest group in the community or state. Create programs at your local, state, and national association meetings. Solving problems caused by poor classroom acoustics can take time. But if we don't solve the problem soon, we'll be part of a generation that allowed poor classroom acoustics to continue. The education of our children, grandchildren, and clients will suffer. The modest cost of providing good acoustics is more than paid back by a better educated society. We, as audiologists and SLPs, by engaging and succeeding in this venture, will have defined another facet of our professional selves more clearly. We'll become more visible within our communities as caring, knowledgeable professionals. We'll develop liaisons within our profession, and with allied professionals, parents, and policymakers. And once more, we'll have affirmed our goal to create good human communication. Let the word be heard! How Can We Quiet Our Schools? Good acoustics are most cost-effective when integral to building design, although renovations can help improve classroom acoustics. Here are some solutions to five common sources of bad acoustics in schools: Noise from outside—street traffic, airplanes—that enters the building. Solution: Locate the school site in a quiet area and provide noise isolation for the building shell. Noise made by building systems: HVAC (heating, ventilation, air conditioning). Solution: Ask schools to apply noise control techniques to new and existing HVAC systems, such as centralized, ducted AC. Noise coming into a room from hallways and adjacent spaces. Solution: Insist on doors and walls that isolate sound and make sure they are properly installed. Keep doors closed. Noise from inside the classroom: audiovisual equipment, computers, fish tanks, people. Solution: Support teacher control and use of quiet equipment. Reverberation (echo) from low acoustic absorption in the room. Solution: Ask for durable acoustic absorption for part of the classroom ceilings and walls; use sound-absorbing products with high ratings. Resources Learn more about classroom acoustics and how to advocate for quieter classrooms with these print and Web resources: Improving Acoustics in American Schools. (Clinical Forum, 2000). Language, Speech, and Hearing Services in Schools, 31(4), 354 393. Earn 0.3 ASHA CEUs through October 2003. Reprints available from Product Sales at 888-498-6699. Item #0112336. $55 for members; $70 for nonmembers. Working for Change: A Guide for Speech-Language Pathologists and Audiologists in Schools is a self-study packet that offers strategies on how to negotiate with school unions/associations and school administrators to advocate for identified individual and local needs. Members can call the ASHA Action Center at 800-498-2071 to request a free copy. Nonmembers can call Product Sales at 888-498-6699 to order the packet for $9 (Item #0804088). M-Power Box: The Power of One provides tools to self-advocate and successfully confront key professional issues in school settings. Public Schools Item #0112167. $15 for ASHA members; $22 for nonmembers. Call ASHA Product Sales at 888-498-6699. Crandell, C., & Smaldino, J. (2000). Room acoustics for listeners with normal hearing and hearing impairment. In Valente, M., Roeser, R., Hosford-Dunn, H. (Eds.), Audiology Treatment (pp. 601 637). New York: Thieme Medical Publishers. Crandell, C. & Smaldino, J. Classroom acoustics: Understanding barriers to learning. The Volta Review, 101(5). Special issue on classroom acoustics. Crandell, C., Smaldino, J., & Flexer, C. (1995). Sound-field FM amplifications: Theory and practical applications. San Diego: Singular Publishing Company. U.S. Architectural and Transportation Barriers Compliance Board (or Access Board) National Clearinghouse for Educational Facilities, an annotated list of links, books, and journal articles Acoustical Society of America (2000). Classroom acoustics: A resource for creating learning environments with desirable listening conditions. ASA: Melville, NY. The Hearing Impaired Child in the Jewish Classroom 0 Comments Submit a Comment Submit A Comment Name Comment Title Comment Could not validate captcha. Please try again. You have entered an invalid code Submit Cancel Thank you for submitting a comment on this article. Close This feature is available to Subscribers Only Sign In or Create an Account × FROM THIS ISSUE May 2001 Volume 6, Issue 10 ‹ Issue › Peruse what's new on Leader Live! Why Use Literary Interventions for Diverse Populations When Sam Found Language Tips for Making a Successful Cleft Palate Team Referral ADVERTISING DISCLAIMER|ADVERTISE WITH US Related Articles Building-Code Committee Adopts Classroom Acoustics Standard The ASHA Leader, November 2015, Vol. 20, 6. doi:10.1044/leader.NIB1.20112015.6 Keeping Up With Tech to Help HearingEven with favorable classroom acoustics, children with hearing loss may require extra auditory and visual support. It helps to know what's available and plan how to use it. The ASHA Leader, June 2015, Vol. 20, 32-33. doi:10.1044/leader.SCM.20062015.32 Classroom-Quieting Efforts Move Forward The ASHA Leader, October 2014, Vol. 19, 10. doi:10.1044/leader.NIB1.19102014.10 Practice Portal Adds Pages on Classroom Acoustics, Speech Sound Disorders The ASHA Leader, September 2014, Vol. 19, 61. doi:10.1044/leader.AN3.19092014.61 Cochlear Implants and School Speech-Language Pathologists SIG 16 Perspectives on School-Based Issues, June 2014, Vol. 15, 81-93. doi:10.1044/sbi15.2.81 ADVERTISING DISCLAIMER|ADVERTISE WITH US Related Topics Hearing & Speech Perception Acoustics School-Based Settings


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Another PhilosFX Milestone: 22,000 views! And only 16 days after we passed 21 K.
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Where to from here?
- We've had over 100 views per day 11 times. but never two days in a row. I'd like to see that soon.
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This variable-frequency, audio bandpass filter is built around two 741 op amps that are connected in cascade. Two 741 op amps are configured as identical RC active filters and are connected in cascade for better selectivity. The filter`s tuning range is from 500~Hz to 1500 Hz. The overall voltage gain is slightly greater than 1 and the filter`s is about 5, The circuit can handle input signals of 4 V peak-to-peak without being overdriven. The circuit`s input impedance is over 200 kohm and its output impedance is less than 1 kohm
Variable-Frequency Audio Bandpass Filter Circuit Diagram


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Don't you just LOVE how the colors play together on this card?! You have the softness of the Sahara Sand and Pool Party, and then, "HELLO" - Tangerine Tango. Fun! :}
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Well, I'm off to tend to the eight trillion things that need to get done today. Or, maybe I can put some off until "later" and stamp for a bit...


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Arctic Everly Grey Fraser, Born March 5th 2:53 am, 43cm 4lbs 6ounces
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We recently spoke to Gayle East-Garrett, founder and CEO of Surrogate Solutions about concerns common to gestational surrogates and intended parents. Topics that come up frequently, according to Gayle, are finance and tax issues and associated costs in general. Gestational Surrogates "Let me begin by saying that there is never a cost to the gestational… Read more »
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Based in San Francisco, Windfall is changing the way data-driven organizations identify, understand, and engage affluent consumers. The company was founded by seasoned executives with deep-domain experience in data and data science. Utilizing deterministic data sets and proprietary algorithms, Windfall focuses on providing actionable consumer financial data.
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Myers Industries
The 10-second takeaway
For the quarter ended March 31 (Q1), Myers Industries missed estimates on revenue and beat expectations on earnings per share.
Compared to the prior-year quarter, revenue grew slightly and GAAP earnings per share increased significantly.
Margins increased across the board.
Revenue details
Myers Industries recorded revenue of $198.8 million. The three analysts polled by S&P Capital IQ expected a top line of $203.4 million on the same basis. GAAP reported sales were 2.8% higher than the prior-year quarter's $193.4 million.
Source: S&P Capital IQ. Quarterly periods. Dollar amounts in millions. Non-GAAP figures may vary to maintain comparability with estimates.
EPS details
Non-GAAP EPS came in at $0.30. The four earnings estimates compiled by S&P Capital IQ anticipated $0.23 per share on the same basis. GAAP EPS of $0.29 for Q1 were 53% higher than the prior-year quarter's $0.19 per share.
Source: S&P Capital IQ. Quarterly periods. Non-GAAP figures may vary to maintain comparability with estimates.
Margin details
For the quarter, gross margin was 29.2%, 230 basis points better than the prior-year quarter. Operating margin was 8.6%, 190 basis points better than the prior-year quarter. Net margin was 5.0%, 150 basis points better than the prior-year quarter.
Looking ahead
Next quarter's average estimate for revenue is $184.8 million. On the bottom line, the average EPS estimate is $0.17.
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Course Title: Consumer protection law
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: LAW5197
Course Title: Consumer protection law
School: 650T TAFE Business
Campus: City Campus
Program: C6106 - Advanced Diploma of Legal Practice
Course Contact : Doug Gourlay
Course Contact Phone: +61 3 9925 5944
Course Contact Email:firstname.lastname@example.com
Name and Contact Details of All Other Relevant Staff
Paul Ryan - Co-ordinator
Building 80,Level 5
Tel. 9925 5466
Email: firstname.lastname@example.com
Tina Popa - Teacher
Email: email@example.com
Nominal Hours: 51
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
Pre-requisites: VU20111 Legal Process and VU20108 Law of Contract
Course Description
To enable the learner to identify, examine areas of the law which relate to consumers, sellers and manufacturers as skills relevant to working in a legal office, a Legal Aid provider, government department, financial institution or other area dealing with consumers, suppliers of goods or services or manufacturers.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
VU20121 Consumer protection law
Learning Outcomes
Learning Outcome 1 - Analyse and assess the need for consumer protection and outline the areas covered by consumer protection laws.
Assessment criteria
1.1 Define the term "consumer" and identify persons who may be considered consumers.
1.2 Determine and discuss the factors that result in consumers requiring legal protection.
1.3 Assess the areas of conduct regulated by consumer protection laws.
1.4 Analyse the relationship between Commonwealth and State consumer protection laws.
Learning Outcome 2 - Analyse and evaluate the legislative controls on unconscionable conduct, misleading or deceptive conduct, false or misleading representations and other unfair practices under Part V Division 1 of the Trade Practices Act 1974 (Cth), Part 2 and Part 2B of the Fair Trading Act 1999 (Vic).
Assessment criteria
2.1 Analyse the circumstances amounting to unconscionable conduct.
2.2 Analyse the liability for misleading and deceptive conduct.
2.3 Analyse the circumstances amounting to 'false or misleading representation', and determine the legal consequences that apply.
2.4 Determine other types of unfair practices prohibited.
2.5 Evaluate unfair terms in consumer contracts with reference to the definition of 'unfair term' and consequences of unfair terms in consumer contracts.
2.6 Analyse and evaluate the various penalties imposed and remedies available under the legislation. Analyse and compare a specific remedy penalty to a relevant case example.
Learning Outcome 3 - Analyse and assess the legal obligations of a supplier of goods or services and specify the use of exclusion clauses in relation to case study material.
Assessment criteria
3.1 Assess the implications of the law of contract for the sale of goods and services, with specific reference to terms and representations, conditions, warranties and implied terms.
3.2 Evaluate the use of exclusion clauses, including the requirements in relation to notice and the rules relating to interpretation of clauses.
3.3 Analyse Part V Division 2 of the Trade Practice Act 1974 and Part 2A of the Fair Trading Act 1999 with specific reference to the definition of consumer, implied terms relating to the supply of goods, and implied terms relating to the supply of services and remedies.
3.4 Analyse Part I of the Goods Act 1958, with specific reference to the definition of a sale of goods, rules as to delivery of goods, remedies and transfer of ownership.
Learning Outcome 4 - Analyse and assess the obligations of manufacturers and the rights of consumers to compensation under the law of tort and the Trade Practices Act 1974 in relation to faulty products.
Assessment criteria
4.1 Analyse the situations in which a manufacturer can be liable for a faulty product under the law of torts.
4.2 Assess Part V, Division 2A of the Trade Practices Act 1974, with specific reference to persons entitled to compensation, types of goods covered, definition of manufacturer and circumstances in which rights to compensation arise.
4.3 Determine the grounds on which a consumer is entitled to compensation under the Act.
4.4 Determine and consider any exclusions from the right to compensation and limitation of liability.
4.5 Assess the sellers indemnity from the manufacturer.
Learning Outcome 5 - Analyse and outline the liability of manufacturers for unsafe products under Part VA of the Trade Practices Act 1974.
Assessment criteria
5.1 Determine and specify the reasons why Part VA of the Trade Practices Act 1974 was enacted.
5.2 Outline the circumstances under which a manufacturer is liable with specific reference to definition of manufacturer and situation where manufacturer is unknown.
5.3 Analyse the circumstances under which goods will be found defective, with specific reference to definition of defect and circumstances to be taken into account.
5.4 Determine and specify the types of injury loss or damage for which a manufacturer may be liable.
5.5 Outline the defences available to a manufacturer.
5.6 Assess the time limits on claims for compensation.
Learning Outcome 6 - Analyse legislation improving product safety and product information standards.
Assessment criteria
6.1 Analyse the reasons for imposing product safety and product information standards.
6.2 Determine the product safety and product information scheme established under Part V Division 1A of the Trade Practices Act 1974 and Part 3 of the Fair Trading Act 1999 with specific reference to Minister responsible and Administration of the scheme.
6.3 Identify and specify the powers of the Minister.
6.4 Evaluate the requirements in relation to publication of draft notices and conferences, with specific reference to advertisements or notice to suppliers, conferences and situation where goods are declared 'dangerous'.
6.5 Identify and outline the consequences of failing to comply with a product safety notice, with specific reference to offences and civil actions.
6.6 Determine the authority conferred by Part V Division 1A of the Trade Practices Act 1974 to make regulations prescribing product safety.
6.7 Demonstrate the powers conferred by Part 3 of the Fair Trading Act 1999(Vic) in relation to product safety with specific reference to interim orders, permanent orders and product safety regulations.
Learning Outcome 7 - Identify and analyse the types of credit available, their relative advantages and disadvantages, and the requirements on the part of the credit provider and the consumer.
Assessment criteria
7.1 Identify types of consumer credit, evaluating the advantages and disadvantages of each.
7.2 Analyse the provisions of the Consumer Credit Code.
7.3 Analyse, in relation to case study material, the provision of security for credit by a mortgage over goods.
7.4 Determine and specify, in relation to case study material, the courses of action open to a consumer if the consumer fails or is unable to repay credit.
Learning Outcome 8 - Analyse and evaluate the bodies available to protect the rights of the consumer and discuss their operations.
Assessment criteria
8.1 Outline the composition and operations of Consumer Affairs Victoria (Vic) and the Australian Competition and Consumer Commission (Cth) with reference to areas covered and services provided.
8.2 Analyse the composition and jurisdiction of the Victorian Civil and Administrative Tribunal ; VCAT
8.3 Evaluate the process of making a relevant claim through the VCAT, using relevant case study material.
8.4 Analyse the relevant provisions of the Victorian Civil and Administrative Tribunal Act 1998(Vic) & Fair Trading Act 1999 (Vic) with specific reference to the tribunal, its areas of operation, procedure and orders.
Details of Learning Activities
A range of learning experiences are planned for this course including class and online activities, group problem solving and group debates.
Teaching Schedule
Prior to training commencement a program level induction session will be conducted that comprises the following:
• Program overview and requirements
• MyRMIT/Blackboard
• Overview of assessment requirements
• Pre-Training Review including:
o Recognition of Prior Learning and Credit Transfers
o Assessment of current skills and knowledge
• Competency/Grading Criteria
• Plagiarism
• Appeals
• Extensions
• Feedback
• Privacy
• Submission requirements
• Resubmission policy
• Where to get support
• Student responsibilities
The nominal hours associated with this course are a guide only and represent the total teaching time and student effort required to successfully complete the course. This may include not only scheduled classes but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
The purpose of this assessment is to assess the body of learning outcomes required for the unit.
Assessment Tasks
|7th July
Introduction to the Course including:
|14th July
|Consumers and consumerism - Historical development. Structure of Competition and Consumer Act 2010. Key concepts.
|21st July
|28th July
|Specific false or misleading representations
|4th Aug
|Unconscionable conduct including unfair sales techniques
|Essay plan 10%
|11th Aug
Unfair contract terms including exemption clauses
|18th Aug
|Consumer guarantees including remedies relating to guarantees.
|25th Aug
|Consumer Agreements including unsolicited sales and lay-bys.
|1-7 September - Mid Semester break
|8th Sep
Product recall, safety standards, bans and notices
|Essay Due 40%
|15th Sep
Private remedies
|22nd Sep
Enforcement of consumer protection laws by ACCC and CAV. Consumer protection bodies and review
|29th Sep
Manufacturer's liability for defective products
|6th Oct
National Credit Code
|13th Oct
National Credit Code part 2
|20st Oct
|27th Oct
|Final test open book 2 hours plus reading time
|Final test 50%
Learning Resources
Prescribed Texts
The Australian Consumer Law S G Corones Second edition 2013, Thompson Reuters Lawbook Co
Australian Consumer Law Commentary and Materials 4th ed Stephen Corones and Philip H Clarke Lawbook Co
Other Resources
It is recommended that you have access to a mobile computing device to allow greater flexibility in terms of where you can work on campus outside class times.
Overview of Assessment
Assessment methods have been designed to measure achievement of the requirements in a flexible manner over a range of assessment tasks, for example:
• tests/final examination
• assignments
• projects
• presentations
• case studies
Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant curriculum standards are being met. Students will be provided with feedback throughout the course to check their progress.
Assessment Tasks
To demonstrate achievement of the learning outcomes in this course the following evidence is essential:
• Knowledge of Consumer Protection Law relating to consumers, sellers and manufacturers
• Identifying the areas covered under the Consumer Protection Law
• Evaluating the Trade Practices Act in relation to the legislative controls on unconscionable conduct, misleading or deceptive conduct, false or misleading representations and other unfair practices
• Analysing the Law of Tort and the Trade Practices Act with regard to the obligations and liabilities of manufacturers and the rights of consumers to compensation
• Analysing the legislation with regard to improving product safety and product information standards
• Identifying the types of credit available and the requirements on the part of the credit provider and the consumer
• Identifying the bodies available to protect consumer rights
In order to pass this course you must successfully complete the 3 assessment tasks:
Assessment Task 1 - Assignment Plan (10%)
Due Date: Week 5
Submission Procedure: In Class
The purpose of this assessment is to demionstrate you have sufficient understanding of basic concepts with the Australian Consumer Law to effectively plan your assessment to demonstrate your understanding.
Assessment Task 2 - Research Assessment (40%)
Due Date: Week 9
Submission Procedure: In Class
The purpose of this assessment is to assess your knowledge of the Australian Consumer Law, particularly with reference to: Misleading or deceptive conduct; specific false or misleading representations; unconscionable conduct including unfair sales techniques; unfair contract terms including exemption clauses; consumer guarantees including remedies relating to guarantees and consumer Agreements including unsolicited sales and lay-bys.
Assessment Task 3 - In Class test (50%)
Due Date: Week 16
Submission Procedure: In class test - 2 hours plus reading time.
The purpose of this assessment is to assess the body of learning outcomes required for the unit.
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Assessment Matrix
Marking Guide:
You will receive feedback on each assessment task that will inform you how well you are performing.
Please refer to the Final Grades table below:
|High Distinction
|Did Not Submit for assessment
Further information regarding the application of the grading criteria will be provided by your teacher.
Other Information
Submission Requirements
You should:
• Ensure that you submit assessments on or before the due date:
• If your performance in the assessment is affected by unexpected circumstances, you should consider applying for extensions of time. (Please refer to the information in the Late Submission Procedure section below)
• If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Disability Liaison Unit if you would like to find out more.
• Always retain a copy of your assessment tasks (hard copy and soft copy).
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration
and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for
assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for
assessment is your own work. An assignment cover sheet for submission of work for assessment is available on
• Each page of your assessment should include a footer with your name, student number, the title of the assessment,
unit code and title and page numbers.
Late Submission Procedures
If you are prevented from submitting an assessment on time, by circumstances outside your control, you must apply in advance for an extension to the due date of up to seven calendar days.
More Information: http://www.rmit.edu.au/students/assessment/extension
Form to use: http://mams.rmit.edu.au/seca86tti4g4z.pdf
Where an extension of greater than seven days is needed, you must apply for special consideration. Applications for special consideration must be submitted no later than two working days after the assessment task deadline or scheduled examination.
More Information: http://www.rmit.edu.au/browse;ID=g43abm17hc9w
Form to use: http://mams.rmit.edu.au/8a5dgcaqvaes1.pdf
If you fail an assessment you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is Pass. If you are still not meeting the assessment requirements you must apply to your Program Manager in writing outlining the steps you will take to demonstrate competence in your course. Your submission will be considered by the Program Team and you will be advised of the outcome as soon as possible.
Adjustments to Assessment
In certain circumstances students may be eligible for an assessment adjustment. For more information about the circumstances under which the assessment arrangements might be granted please access the following website:
More Information: http://www.rmit.edu.au/browse;ID=kehn9bz22r41
Course Overview: Access Course Overview


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Athens, Greece - wish I had more time!
So back from Athens - it was lovely!!! Got out on Thursday evening (flew Olympic Airlines - no comment, since they were free tickets). Spent Friday and Saturday exploring the city. I must say it is a gorgeous and affordable European location, really more Americans should be going here! Everyone was so friendly, at one point Myra (my friend) and I were looking at our city map in the Metro, totally lost, and this girl came up and helped us find our way.
Visited all the big sites, Acropolis, Roman Aggora, Ancient Aggora, old Olympic stadium, temple of Zeus and of course the Plaka (where you go to shop!!). The weather was perfect, reminded me actually a bit of India and increased my yearning to go back for a trip to see all of my family (its been two years since I last went). My only regret about Athens - not enough time, I wish I had been able to go to an island, the water around Athens looked so beautiful, two days was not enough time!
Trip getting back was a nightmare, will try to post about that tomorrow...but feeling a bit blue today, found out a co-worker of mine died over the weekend (he was in hospice) and than another co-worker of mine told me "You'll never get married." Sigh - Tuesday turning out crappy, think I'll go home and watch my Vicar of Dibley DVD's.


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It has been well over a decade since I have seen this movie, in what was my first and will be my only time. One of the most overpraised movies there is, this features absolutely no redeeming characters and a horrible message. I am usually pretty open-minded when my husband and I watch movies, but this would be one that I refuse to watch again! Out of 10 stars: 1
Do the Right Thing (1989) review
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Neighborhood Restaurant & Bakery
25 Bow St. (Somerville Ave.) Send to Phone
617-623-9710 | Make Restaurant Reservations | Order Now! | Menu
OpenBreakfast & Lunch daily
- Dress code: Casual
- Kid-friendly
- Outdoor dining
* Click here for rating key
Neighborhood Restaurant & Bakery Restaurant Review: Come for the breakfasts, stay for the lunches. A weekend breakfast fave, this super-casual tiny café is truly a hidden gem. Its leafy patio is packed from sunrise to the zenith with young Somervilleans digging through piles of potatoes, eggs, linguiça and homemade bread; try the wheat blueberry cream cheese pancakes or homemade corned beef hash. Come afternoon, the fare is predominantly Portuguese: think big bowls of red snapper stew, broiled catfish and barbecue pork chops. It's nobody's health food --- especially when the kitchen gets salt-happy --- but it's anybody's hearty value.
GAYOT's Annual Restaurant Awards honor America's best chefs, as well as promising newcomers and a top restaurateur.


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Which is not to say we don't like the genre. In fact, we would have liked to have heard more of it -- as in twice as much -- like in previous years, when the Top 5 sang two songs each. Because the producers added a fourth judge this season, and because those judges' comments can't be reined in effectively by the show's director, what has been sacrificed is performance time. We don't know about you, but we'd much rather hear two songs by each finalist than watch useless videos and listen to inane comments by Kara DioGuardi.
Finally, it needs to be asked: With the huge catalog of jazz standards that exists, can't the producers take a teeny tiny piece of their gazillions of dollars to buy the rights to more of them? Five contestants, five songs and every single one of them is a retread from seasons past:
David Radford and Jasmine Trias sang "The Way You Look Tonight"
Katharine McPhee and Diana DeGarmo sang "Someone to Watch Over Me"
Melinda Doolittle and Constantine Maroulis sang "My Funny Valentine"
Katharine McPhee sang "Come Rain or Come Shine"
A.J. Tabaldo and Leslie Hunt sang "Feeling Good"
C'mon, give us a break.
This week's guest mentor is
Tony Bennett, Michael Bublé, Rod Stewart Jamie Foxx. Color us confused, 'cause we're not quite sure what Foxx has to do with standards, other than he won as Oscar for playing Ray Charles, who occasionally sang them. To his credit, since playing Charles, Foxx has recorded two albums, but they're R&B/hip-hop albums, not standards. To be generous, even when his music spills over into R&B, Foxx's voice is similar to and no better than Anoop Desai's.
Watch video of Jamie Foxx arriving at the Idol mansion
The mentor choice seemed rather last minute, first because it wasn't announced in advance by the network, and second because it would seem that the contestants only met with Foxx on the same day the show aired. Kris Allen in his intro video, says, "I'm going to be singing 'The Way You Look Tonight,' tonight," suggesting the video segment was shot Tuesday. He is then seen wearing the same exact clothes when he meets and sings for Foxx. We're guessing Kris has more than one outfit. If the finalists only met with Foxx yesterday, wouldn't that kind of be after-the-fact mentoring?
Foxx loved Kris' rendition, saying that Allen wasn't trying to sing "the throat Olympics" and that he'd do a record with him. Jamie tells Kris, "You're my No. 1" and "if this whole thing doesn't work out, we can do something, my man." Kris' vocals were tender and good, though not great or especially memorable. With little or no segue, he suddenly and disconcertingly went uptempo midway through the song, then resumed the slow tempo near the end. Frankly, the whole performance would have benefited from being more uptempo. Randy Jackson calls this Kris' best performance to date (not), saying "You took your time, you told a story, you had some R&B stylings. Mad, nice vocals, baby." Kara tells him, "You have set the technical standard so incredibly high" with his impeccable phrasing, his diction, his rhythms, his timing and his unique approach to the song, ending with, "You are truly a dark horse in this competition." Paula Abdul calls the performance "near impeccable." Simon Cowell is, thankfully, not quite as enthusiastic. "I thought it was good, I'm not quite as enthusiastic as these three, only because I thought it was a little bit wet." Huh? He continues: "You're like taking a very well-training spaniel for a walk. It's going to safe, it's going to be quite nice, but I didn't think it was incredible. I don't get the feeling from you tonight that you can win this competition." Asked by Ryan what he means by "wet," Simon says, "not dry." Ryan: "Thanks for clearing it up." It won't be the only bizarre appraisal by Simon tonight, who will sound as if he's begun drinking from Paula's Coke cup.
Watch video of Kris Allen singing "The Way You Look Tonight"
For us, the most pleasant surprise of the evening comes from Allison Iraheta. Who thought the raspy-voiced, magenta-haired little rocker girl (who turned 17 on Monday) could do such a lovely job on "Someone to Watch Over Me"? It was she, not Kris, who had impeccable phrasing with her heartfelt rendition. She connected to her song and we connected to her. It was one of her best performances and she looks sensational with extensions in her hair, wearing a beautiful black-and-white cocktail-length dress. Randy tells her "You come out looking like Brittany Murphy, looking dope. You sing like Pink, but like with 9,000 more octaves ... Dude, I don't care what nobody tells you, that was da bomb, and you did it in your own kind of rough, kind of gruff kind of style and I loved it." Kara: "You converted some new fans tonight. You are not a one-trick pony. You are not just some rock chick. That was a gut-wrenching deep emotional way-beyond-your years rendition. And if that doesn't land you in the finals, I don't know what will." Paula says she's been waiting so long to hear how Allison would approach a ballad. "What you delivered tonight had an innocent sensibility that was both alluring and very tender. I'm really proud of you." Simon, who seems determined to bring the mood down for Allison, as he did with Kris, begins with, "Allison do you think you can win this competition at this stage?" She probably doesn't, but she probably thinks she shouldn't be eliminated yet, either. After a pause, she stands up to him and says (unconvincingly), "You know I can. I think all of us have that chance right now." Simon says, "I don't feel that belief in you, still." He tells her it was a great performance and it was great hearing her sing a song like that but that maybe she's just been overshadowed by some of the personalities, ending with, "I have a horrible feeling you could be in trouble tonight." The whole critique seems to have the agenda of bursting Allison's bubble. What is Simon up to?
Watch video of Allison Iraheta singing "Someone to Watch Over Me"
Although this genre should belong to Matt Giraud, we knew that if he didn't shine most brightly with his performance, his light would probably flicker and die. Sadly, it's time to blow out Matt's candle of hope. His version of "My Funny Valentine," has some nice riffs, but it is pitchy from the start. Vocally and emotionally it doesn't even measure up to Constantine Maroulis' rendition, much less Melinda Doolittle's iconic one. It is the night's weakest number. Randy says it's one of the hardest songs to sing ever, but that it was a little bit pitchy and that some of the runs landed right, but others didn't. "It didn't all quite come together for me. I'd give it like a 6 out of 10." Kara says that she doesn't feel that Matt was emotionally connected to the song (Matt protests "I was") and that's what she was missing most of all. Paula says, "I love what you did with the song ... I felt the emotional connection ... it was pure, simple and really impressive. I think you did an excellent job tonight." Simon agrees with ... Paula! "For me, it was the only believable, authentic song I've heard tonight (has he been asleep?). I can tell that you love the music and I heard almost Nat 'King' Cole type of phrasing (whaaaaaaaaaaaaa?) there. I thought you were absolutely brilliant." We're not buying this at all. Cowell is definitely up to something. He's definitely trying to have an effect on the voting. But what?
Watch video of Matt Giraud singing "My Funny Valentine"
We actually weren't expecting too much from Danny Gokey this week, but for our money, he slightly edged out Allison with the most effective performance of the night with "Come Rain or Come Shine." His bluesy version of the number has a slow build but is an emotional wowza by the end. But though he looks very hot and Robert Downey-ish in rehearsal with Foxx, we hate the way he has shaved off the bristle into a largish soul patch for the live performance. Yuck. Randy says, "You are the only one who I've heard so far tonight who can actually have an album of songs like that and win. ... This is a singing competition and YOU CAN SING!!!" Kara says, "Danny, what I've been missing from you all season is that Rat Pack swaaaagger. And you had swag tonight. I mean, the end of that performance -- that was the most creative you've ever been with a melody. It was un-be-liev-able." Paula calls it a stellar, stellar performance. "And the best thing about you, Danny, is that I can tell that you can see the finish line right in front of you. Way to go." Simon: "What Kara said is 100% right. What you had tonight was a swagger and a confidence. ... I felt tonight you came out to prove a point. ... That was outstanding." Cowell also complimented Rickey Minor on the arrangement, which he called superb.
Watch video of Danny Gokey singing "Come Rain or Come Shine"
Wearing his "Saturday Night Fever" suit, which would have been a much better fit for Disco Week, Adam Lambert predictably goes over the top with a very theatrical version of "Feeling Good," that is largely borrowed from Muse's 2001 rendition. The best part involves Lambert's model-ish amble down Ryan's Stairway to Heaven, in what Simon calls the "best entrance we've had of the year so far." We knew Adam would try to rock out standards night, just as he tried to slow down disco night. When the rest of the Idol ship is tacking to starboard, Adam's sails are shifting to port and vice versa. The vocals are standard Adam: They range from sweet tenderness to near caterwauling. The drama queen's performance was good, but not the best of the night. We're beginning to think he peaked too early and is starting to lose steam. As they say on "Dancing With the Stars," it's not where you started, but where you end. Randy says "It was a little theatrical, a little too drama-filled, a little too Broadway for me, but you are in the zone consistently, dude. Another good performance." Kara calls him shocking in a good way. "Confusing and shocking and sleazy. Superb and way over the top. I don't know. I like you. Craziness!" Paula says, "You make me feel better than good. With every performance I see, it's like watching the Olympics and you're our Michael Phelps." Simon, laughing, says, "I love Randy talking about you being theatrical. It's like complaining that a cow moos. Well, that's what he is. I'll tell you what I love about this competition this year, is that normally every year we have people bleating on about how winning isn't important, etc., etc. Well, winning is important. And what I get from you, and from Adam (um, think he means Danny) and from some of the other competitors, in fact all of them actually, no, three of them actually (Adam, Danny and Matt?) is the feeling that you want to win. And you want to prove a point every week. And you want to entertain. And that's why I like the show this year." Which is amazing, since Cowell has looked bored out of his mind most of this season.
Watch video of Adam Lambert singing "Feeling Good"
Our Top 2:
Danny Gokey
Allison Iraheta/Adam Lambert (tie)
Our Bottom 2:
Matt Giraud
Kris Allen
Should be eliminated: Matt Giraud
Will be eliminated: Matt Giraud
Tonight, Season 5 Idol champion Taylor Hicks performs "Seven Mile Breakdown" from his new CD, "The Distance." We've also read that Paula said Natalie Cole will be performing tonight.
e-mail Idol Addict
© 2009


text: A 'Day in the life' session is a great way to document a special family occasion or simply tell the story of your family at home going about your regular day and documenting those special moments as they naturally happen. Maybe going to your sporting event, a sunday picnic at the beach or a favourite hike you like to do. Or it can be as simple as a day spent at home on your farm, gardening, or going for a ride on your horse. We can start when your family is waking up and having breakfast and continue all day until your tucking your little ones into bed. I also offer a ' half ' day in the life if time is limited. There is no formal posing during these sessions. I will be documenting your life as it happens in a purely photojournalistic way. Real moments with truly authentic life portraits.


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Solar technology has improved dramatically over the last decade. Not only have the panels become more efficient, they have significantly dropped in price.
Generous federal and state incentives and low-interest financing means now is the time for residents of the Pacific Northwest to go solar. (Worried about our gloomy weather? Find out how solar works in Washington and Oregon.)
Join your friends and neighbors who have made the switch to energy independence by powering their homes with clean, renewable power. Whether you want solar on your home in the city or a pole barn in the country, we will show you how going solar can be the best decision you make this year. Reach out to us today!
Since our founding in 2007, we have successfully installed more than 1,300 solar arrays and 10 megawatts of clean, renewable energy, including several landmark solar projects across Washington and Oregon. We focus on quality and craftsmanship on every project for every customer. Why should you choose A&R Solar?
We utilize 100 percent in-house labor during aspects of a project from sales to design to installation. Check out our favorite solar projects.
Our Perfect 10 Guarantee™ covers your solar energy system's production, workmanship, and equipment for 10 years.
In business since 2007, our team has deep experience installing on every roof type in nearly every utility across the Northwest.
We are always keeping an eye out for quality solar panels that can give you great value. In addition to our core offerings of Itek Energy, LG, and SunPower solar panels, we have access to the broader marketplace of modules to find the best fit for your project. There are a number of reasons to choose one manufacturer over another, including local incentives, efficiency, up-front cost, lifetime energy production, payback period, aesthetics, durability, and country of origin. During your site assessment, our solar design consultants will talk with you to gain a better understanding of your priorities and help you make a decision that is best for your situation.
Solar Panels Manufactured in America
We believe in supporting local manufacturing jobs. A&R Solar can help source solar modules that comply with "Buy American Act" requirements. Please contact us for more information on this certification and the specific solar panels that can satisfy these requirements.
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text: I crossed a line today. I bought this CD for the girls after they'd mentioned, in a casual, off-hand sort of way, that they might be interested in it. But there's no such thing as a "casual" or "off-hand" comment when it comes to nurturing their interest in books and music, so I ordered it straight away and within a few weeks they were listening to it and loving it. Sometimes, however, they would neglect to put it on. So before a long drive I might say casually, "Shall we listen to El Dorado in the car?" And at night, before sitting down to dinner, I might say in an off-hand sort of way, "Who wants to put on El Dorado?" But I never listened to it on my own. After all, I'm cool, and not a child. But today, as I drove to my shop knowing that El Dorado was still inserted into the CD player from the night before, I turned it on. Just to listen to one song! But after the song finished, I wished I hadn't done it. It just wasn't the same.


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The brokerage industry will spend more than $4.7 billion in start-up costs relating to the Department of Labor's new fiduciary rule, far exceeding the DOL's estimated costs for broker-dealers of $2 billion to $3 billion, according to a study issued Thursday by the Securities Industry and Financial Markets Association, a trade group representing Wall Street.
Litigation risk has been a key driver in business and compliance decisions across the brokerage industry, according to the study, which was completed by Deloitte & Touche for SIFMA.
And, as widely reported previously, firms are cutting back on the number and types of products they have for sale. About two-thirds of the firms surveyed have cut the number of mutual funds they sell to investors, while close to a quarter have eliminated no-load funds and directly held funds, which are mutual funds clients have at the fund company directly rather than the brokerage. Directly held funds are popular with many independent contractor reps.
The 21 financial institutions who participated in the study represent 132,000 registered reps and advisers, or 43% of the registered sales people in the industry. The firms in the survey control $4.6 trillion — 27% — of the retirement savings in the market.
The future of the fiduciary rule appears up in the air at the moment; the DOL in a legal brief filed Wednesday indicated it wants to delay the remaining parts of the rule that were supposed to be implemented Jan. 1, 2018, until July 1, 2019.
Supporters of the Labor Department's fiduciary rule are calling an 18-month implementation delay too long, while opponents say the postponement is needed to give the agency time to review the rule.
SIFMA's study comes the same week as the DOL's deadline for comment letters in response to a Department of Labor request at the end of June soliciting suggestions from the public for streamlining major provisions of the rule.
Other trade organizations representing sections of the financial services industry have issued studies and letters this week that show the fiduciary rule in a negative light. For example, the Insured Retirement Institute earlier this week issued a comment letter that said the new rule is creating tens of thousands of "orphaned" investment accounts and limiting consumers' access to financial products and services.
Barbara Roper, director of investor protection at the Consumer Federation of America and a supporter of the rule, said SIFMA should release the names of the firms it surveyed and be completely transparent with the data it collected if it wanted the conclusions of the study to be verifiable.
"I could take this report and its findings and say, I've interviewed 21 firms and we see huge successes for investors," Ms. Roper said. "Firms are taking out high-cost products, beefing up compliance to support investors and giving best-interest advice."
A SIFMA spokesperson responded by saying: "Similarly to studies relied upon by the Department within its regulatory impact analysis, the study included underlying data that cannot be shared outside of the confines of the study. As you are aware, an assurance of confidentiality is frequently necessary to obtain parties' agreement to participate in studies involving the analysis of marketplace data."
The costs of the new rule to broker-dealers are high, according to the study. Large firms, or those with net capital reserves of greater than $1 billion, on average spent almost $55 million in start-up costs and expect ongoing costs of $5.9 million. Medium firms, with net capital between $50 million and $1 billion, reported average start-up and ongoing costs, respectively, of $16.4 million and $3.2 million. Small firms, with less than $50 million in net capital and the overwhelming majority of broker-dealers, reported $2.3 million in initial costs, and will spend, on average, $1.1 million to comply with the rule.