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Missing Links in Bioinformatics Education:
- Kerrie Turner
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1 O N L I N E A R T I C L E Missing Links in Bioinformatics Education: Expanding Students Conceptions of Bioinformatics Using a Biodiversity Database of Living & Fossil Reef Corals R O S S H. N E H M A N N F. B U D D Bioinformatics is a new and integrative branch of science bounded by the intersection of biology, computer science, and information technology (NCBI, 2004). Two stars shine brightly in the bioinformation constellation: the Human Genome Project (HGP) and Genbank (NCBI, 2004). The HGP, which has now completed a working draft of the genome of our species, strives to understand the basic genetic instructions that help construct the human phenotype (Buxeda & Moore-Russo, 2003). The Genbank database is designed to provide and encourage public access to the most up-to-date and comprehensive DNA sequence information from the HGP and other genetic research projects (Palladino, 2002). With the scientific and educational spotlights so frequently focused on the HGP and Genbank (e.g., Smith & Emmeluth, 2002), biology teachers may not have noticed the bioinformation revolution in other areas of biology (e.g., Bisby, 2000; Edwards et al., 2000; Budd et al., 2001). Here we introduce the expansive realm of bioinformatics beyond genetics and provide a series of lessons that employ a bioinformatics database to test hypotheses about biodiversity change over millions of years. ROSS H. NEHM, Ph.D., is an Assistant Professor in the Departments of Secondary Education and Biology at The City College, City University of New York, New York, NY, 10031; cuny.edu. He studies the evolution and development of marine mollusks and student learning of evolution. ANN F. BUDD, Ph.D., is Professor and Chair of the Department of Geoscience at the University of Iowa, Iowa City, IA; She is an expert on coral evolution and Co-Editor of the Journal of Paleontology. Missing Links in Bioinformatics As several ABT articles about bioinformatics have discussed (e.g., Jegalian, 2000; Bloom, 2001; Smith & Emmeluth, 2002), the magnitude of biological information has exploded over the past decade as a result of technological advances (e.g., PCR, automated sequencing) that allow scientists to gather data more efficiently and effectively. These and many other articles imply that the staggering volume of biological data is restricted to genes and proteins, but this is only part of the story. As we know, biological information extends far beyond genetics, and new tools and technologies are revolutionizing how other forms of biological information are captured, stored, and studied. Technological advances in biological imaging, morphometrics (the quantitative analysis of form), biodiversity surveys using GPS and remote sensing, and digital microscopy have also contributed to the flood of new information, changing our understanding of biology from the level of cells to ecosystems. However, bioinformatics has often been defined as the acquisition, storage, analysis, modeling and distribution of information embedded in DNA and protein sequence data (Rowen et al., 1997). Should the bio in bioinformatics stand for biology, or genetics alone? We answer this question below. Bioinformatics & Biodiversity A new and pertinent area of bioinformatics is the development of databases that help identify, monitor, and study spatial and temporal biodiversity patterns (Sugden & Pennisi, 2000; Pennisi, 2000; Bisby, 2000; Edwards et BIOINFORMATICS EDUCATION 91
2 Table 1. Biodiversity databases on the Internet. D ATA B A S E U R L TO P I C Species Global species database Global Biodiversity Information Facility Data portal to biodiversity Tree of Life Project Phylogeny of life Integrated Taxonomic Information System North American species USDA Plants database Plant diversity National Biodiversity Institute Costa Rica Biodiversity The Diptera Site USDA fly systematics Fishbase Fish database Cephbase Cephalopod mollusk database Census of Marine Life International database of marine life Biogeoinformatics of Hexacorals Coral database al., 2000). Museum card boxes and paper lists of species, habitats, and distributions have been replaced by internationally accessible interactive digital databases (e.g, Species 2000; see Table 1). Biodiversity databases typically focus on specific taxonomic groups (e.g., the USDA Plants database), geographic regions (e.g., the Costa Rican Biodiversity Institute) or methods for studying biodiversity data (e.g., the WorldMap database). These databases are facilitating more rapid identification of new species as well as range distribution changes in previously identified species. Biodiversity bioinformatics is central to global conservation efforts. One overall goal of digital diversity projects is to establish an online record of all living species on Earth (Wilson, 2000). This goal remains elusive, however, because millions of species have yet to be discovered. Compounding this problem has been a gradual decrease in funding for basic taxonomic and systematic research over the past few decades (Wilson, 2000). Bioinformatics & Biology Education Concordant with the explosion of biological data, improvements in Internet access and analytical tools now provide easy access to biological information for teachers and students alike worldwide. Several curricula have been developed for teaching students about large-scale scientific endeavors and databases such as the HGP and Genbank (e.g., BSCS, 2004). Although teachers, students, and the general public should learn how to access, use and interpret genetic data, we must also provide students with a more comprehensive and balanced picture of advances in biological information tools and resources. Students must be brought up to speed on how computers, the Internet, and global information databases have revolutionized many fields of biology including ecology, oceanography, and evolutionary biology, in addition to fields commonly associated with the more restricted concept of bioinformatics (e.g., molecular medicine, forensics, and pharmacology). We argue for a more expanded definition of bioinformatics and introduce a source of bioinformation that is a central component of biodiversity and evolution education: the fossil record. Paleontology Has Evolved: Paleobiological Data in the Digital Age Paleontology and its evolutionarily focused subfield, paleobiology, have long provided a useful pedagogical entry point for biology teachers when introducing standard curriculum topics (e.g., evolution, extinction, biodiversity, fossils) because the subject is captivating and accessible to most students. Often students are engaged by paleontologists field expeditions to remote lands that include collecting and mapping never-before collected and often bizarre fossils of extinct organisms. Although fieldwork is still central to the work of many paleobiologists, technological and computerbased approaches are revolutionizing paleobiological and evolutionary research (Kaiser, 2000; Budd et al., 2001). As in genetics and many other fields of biology, paleobiological data have grown dramatically over the past decade as a result of technological advances. Likewise, Internet databases that combine precise morphologic, microstructural, geographic, and phylogenetic information while performing real-time analyses are becoming standard research tools in paleobiology. Many paleobiological databases exist and include data ranging from deep-sea microorganisms to land mammals. A list of several of these databases is shown in Table 2. Unfortunately, these new databases and analytical tools have yet to be used in the vast majority of secondary science classrooms, where paleontology is sometimes ignored altogether or characterized as an antiquated and qualitative discipline riddled with incomplete data and uncertain results. Paleobiology has become data-rich and high tech; online databases can provide students with a more complete and accurate picture of this discipline. The revolution in bioinformation extends to investigations of ancient life and the Earth s history. 92 THE AMERICAN BIOLOGY TEACHER, ONLINE PUBLICATION, SEPTEMBER 2006
3 Table 2. Paleobiological databases on the Internet. D ATA B A S E U R L TO P I C Alaska Paleontological Database Alaskan paleobiology Evolution of Terrestrial Ecosystems Land ecosystem evolutionary data Faunmap Mapping database of land animals Fossil Record 2 General fossil record data Global Pollen Database Data on fossil pollen through time Miomap Miocene age vertebrates _home_page.htm Neogene of the Old World (NOW) Neogene age fossils Ocean Drilling Program Data and Samples Distributions of fossils from ocean cores Orbitolinid Foraminifera Foraminifera fossils Paleobank General fossil record data Paleobiology Database Data on many fossil groups through time WDC for Paleoclimatology Data on past climates Bioinformatics & Evolution Education Evolution is a central, unifying, and integrative subject that makes use of a broad array of scientific data from fields ranging from geochemistry to molecular biology. Bioinformatics is one of several appropriate arenas for introducing the fossil record in its contemporary state to biology students because it covers many of the National Science Education Standards (National Academy of Sciences, 1996), including evolution, ecology, extinction, geological change, and technology. Paleobiological data can be compared and contrasted with genetic data in order to provide students with a broader introduction to the new field of bioinformatics. One of the authors teaches a six-week module on bioinformatics to high school biology students who use both Genbank and a biodiversity bioinformatics database known as NMITA (Neogene Marine biota of Tropical America: to test biological hypotheses and explore biodiversity change though geological time. Here we introduce this biodiversity bioinformatics database as an educational tool and provide a series of lessons that can be used in high school or college undergraduate classrooms to complement Genbank lessons (e.g., BSCS, 2004). The goal of these lessons is to provide students with a more comprehensive view of how databases are revolutionizing biology. NMITA and Genbank are very different databases; nevertheless, there are similarities in their structures and uses that provide common themes for introducing students to bioinformatics. In order to place NMITA within the conceptual array of biological databases, we provide a chart that compares and contrasts NMITA s paleobiological data relating to biodiversity to Genbank s data relating to genetics (Table 3). This has helped our high school biology students achieve a better understanding of the range of biological information that can be stored and studied using online databases. NMITA: An Introduction The Neogene Marine biota of Tropical America (NMITA) Web site and database was established to provide global access to tropical American marine biodiversity data from the past 25 million years (Budd et al., 2001). These data are central to understanding current extinctions of Caribbean coral reefs and other invertebrates (see the cover photo of the journal Science, 9/15, 2003) as well as evolution in marine ecosystems (Nehm, 2001). NMITA contains over 4000 scientific images of more than 1000 taxa, as well as data and analysis tools. The majority of data were collected as part of two large-scale and interdisciplinary fossil sampling programs: the Panama Paleontology Project (PPP) coordinated by the Smithsonian Tropical Research Institute in Panama (Collins, 2005) and the Dominican Republic Project, formerly coordinated by the Natural History Museum in Basel, Switzerland (see Nehm, 2004). Fieldwork has thus far produced more than a million fossil specimens that have been used in many evolutionary studies (e.g., Jackson, Budd & Coates, 1996; Nehm, 2001). NMITA is designed to provide access for researchers, teachers, and students who are interested in systematics, stratigraphy, biodiversity, and evolutionary biology. NMITA contains high-resolution digital images of hundreds of species of invertebrate and vertebrate animals from different periods of time and different localities in tropical America. These invertebrates include bryozoans, corals (zooxanthellate and azooxanthellate), mollusks (gastropods and bivalves), and arthropods (ostracodes). There are two main avenues for accessing information in NMITA: searching by biological group, or searching by locality/time. Users may click on individual species to receive standard taxonomic information (phylum, class, species, etc), synonyms (equivalent biological names for species), morphology (size, shape, distinguishing characteristics), and spatial and temporal distributions (localities and samples that the species occurs in through geological time). Alternatively, users may look for BIOINFORMATICS EDUCATION 93
4 Table 3. A comparison of NCBI (Genbank) and NMITA. C AT E G O R Y N M I TA G E N B A N K Biological scale ORGANISMS PARTS OF ORGANISMS Microscopic (tissues) and Macroscopic (animals) Microscopic (e.g., proteins, genes, chromosomes) Research scale Small (~30 scientists) Large (thousands of scientists) Units of study Bags of sediment with fossils or living animals Tissue from living organisms Specimens Tissues, Organs, Organisms, Species, Communities Proteins, Genes, Chromosomes from living of fossil and living animals species Methods for obtaining data Field work, systematics, dating, thin sectioning, Field work, systematics, tissue extraction, measurement, X-ray, etc. DNA/protein extraction, PCR, sequencing, etc. Data Taxon, geography, time, morphology, chemical Taxon, chromosomes, DNA, proteins structure, geochemistry Data type Geographic, stratigraphic, taxonomic, Biochemical morphological, systematic Data form Measurements, images of species Molecular and biochemical structure Taxonomic keys Present Absent Spatial information Localities on Earth Locations on chromosomes or in cells Temporal coverage 20 Million years (Miocene-Today) Today Data for evolutionary studies? YES YES Data for biodiversity studies? YES LIMITED information by clicking on maps and stratigraphic columns (rock layers) to gather data on the spatial and temporal distributions of species and their ecological associations. The fossil collections digitally housed by NMITA are physically stored at the U.S. National Museum of Natural History (NMNH) of the Smithsonian Institution in Washington, DC and the Natural History Museum in Basel, Switzerland (NMB). Thus, NMITA stores specimen data in a similar way to how Genbank stores genetic data. Table 4. NMITA lessons and hypotheses that can be tested. LESSON POSSIBLE HYPOTHESES TO TEST 2 Modern reef coral diversity is greater than in all fossil samples. Reef coral biodiversity has decreased over the past 6 million years. Reef coral biodiversity has stayed the same over the past 6 million years. 3 The percentage of branching coral morphotypes is the same today as in the fossil record. Branching morphotypes are the most common reef corals in the Pliocene. All samples have similar percentages of branching morphotypes. 4 Most modern reef coral species first originated in the Pleistocene. Most modern reef coral species first originated in the Miocene. Patterns of generic and species-level diversity over time are equivalent. NMITA Computer Laboratory Lessons We developed four inquiry-based biodiversity bioinformatics lessons for high school students and college nonmajors using NMITA. These lessons, as well as the data in NMITA, are freely available to other teachers and researchers at Lessons/1.htm. The overall purpose of these lessons is to provide students with working knowledge of how biodiversity bioinformatics databases are used by biologists to store data and retrieve data to test biological hypotheses. A spreadsheet of the National Science Education Standards that the lessons target may be downloaded at pdf. The first lesson is designed to help students become familiar with the overall structure of the NMITA database and learn about the types and formats of the data that are contained therein. This lesson takes students on a virtual journey to the Dominican Republic, a country located on the island of Hispañola in the Caribbean Sea. On the island, students explore the marine reef coral fossils that occur in the sedimentary rock layers formed when parts of the island were under the Caribbean Sea. By the end of the first lesson, students should be familiar enough with the database to begin using it to gather larger amounts of data from different regions and answer specific questions about evolution and biodiversity. 94 THE AMERICAN BIOLOGY TEACHER, ONLINE PUBLICATION, SEPTEMBER 2006
5 Lesson 2 is designed to help students learn how to use NMITA to gather data and test hypotheses about coral reef biodiversity change through time. In Lesson 2 students collect coral reef biodiversity data from six different time periods in order to determine if coral reef biodiversity has increased, decreased, or stayed the same over the past eight million years in the Dominican Republic. Students collect, graph, and interpret data from three samples from each of the six time periods (Table 4). Lesson 3 builds upon Lessons 1 and 2 and explores ecological and morphological patterns of biodiversity change in the same coral reef samples that students studied previously. In this lesson students use NMITA to gather data on the morphology, or shape, of the living and fossil coral species and plot these changes through time. Students determine whether reef coral morphological patterns have changed over the past eight million years. Lesson 4 has students use NMITA to determine when modern reef corals from the Dominican Republic originated. Did all the living genera and species of corals appear recently, or many millions of years ago? Did the modern genera and species appear together or randomly through time? NMITA s data on fossil reef corals, combined with data from living reefs, are used to answer these questions. Students collect data from three samples from each of the six time periods. Figure 1. NMITA screen demonstrates how to gather biodiversity data (from Lesson 1). Assessment We have introduced biodiversity bioinformatics (using the NMITA lessons) to a diverse group of 9th grade biology students at an urban high school in New York City as part of a six-week enrichment module over the past three years. The module included an overview of bioinformatics and an introduction to both genetic bioinformatics databases (e.g., NCBI s Genbank) and biodiversity bioinformatics databases (e.g., NMITA). The biodiversity bioinformatics component of this module included the four computer laboratory lessons using NMITA discussed previously; they are free and available at The enrichment module had six learning objectives (Table 5). In the third year of the course we assessed our success in achieving these objectives by collecting pre- and post module data on student performance. Student data were collected in two ways: (1) written pencil and paper tests; and (2) written laboratory reports that required the retrieval, application, and interpretation of data from bioinformatics BIOINFORMATICS EDUCATION 95
6 Table 5. Assessment data. Twenty students participated in the six-week enrichment module. Numbers indicate how many students were able to successfully complete the listed task before and after the module. NATIONAL SCIENCE EDUCATION STANDARD Science and Technology Standard E: Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research. ASSESSMENT TOPIC PARTICIPANTS PRE-POST DATA (n) P VALUE 1. Awareness of new field of bioinformatics 20 Pre = 1; Post = 20 **P. < Ability to define bioinformatics 20 Pre = 0; Post = 18 ** P. < Ability to explain why the new discipline of bioinformatics exists 20 Pre = 0; Post = 18 ** P. < Ability to name and locate at least two bioinformatics databases on the Internet 20 Pre = 0; Post = 20 ** P. < Ability to use at least one genetic and one biodiversity bioinformatics database to retrieve data 20 Pre = 0; Post = 20 ** P. < Ability to analyze and interpret data from a biodiversity bioinformatics database 20 Pre = 0; Post = 15 ** P. <0.01 databases (e.g., NMITA Lesson 3). To analyze the data, a mastery approach to student achievement was taken. Using a percentage gain of post-test versus pre-test approach would have been less meaningful than a mastery approach because statistically significant percentage gains on the post-test were inevitable given that most of the students had no prior knowledge of bioinformatics. Before beginning the module all but one of the students were unaware of the meaning of bioinformatics and none of the students had used a bioinformatics database. Using a mastery approach, a predetermined high level of student achievement in bioinformatics content and procedural knowledge was set as acceptable (based on the National Science Education Standards and ageappropriateness). We assessed whether or not students had successfully mastered the learning objectives of the module (Table 5). Student scores were tabulated as categorical binary data (e.g., 0 = unsuccessful completion of task; 1 = successful completion of task). Incomplete and/or partially accurate responses, while indicative of student gains, were categorized as unsuccessful task achievement. The nonparametric McNemar test (SPSS, 1998) was used to test whether the binary mastery distributions were significantly different before and after the module. This test is appropriate for detecting changes in responses due to experimental intervention (SPSS, 1998). The modules were deemed successful in this small sample by the statistically significant change in the distribution of students who achieved a mastery of the content and procedural objectives in bioinformatics (Table 5). Larger samples will be required to determine if such success can be expected for high school students in general. Conclusion NMITA is a biodiversity database that may be used to introduce students to the expansive realm of bioinformatics beyond genetics. We have developed a series of lessons that have students use this database, thereby accessing real data that can be used to test hypotheses about biodiversity and evolution using fossils, while targeting the National Science Education Standards. References Bisby, F.A. (2000). The quiet revolution: Biodiversity informatics and the internet. Science, 289(5488), Bloom, M. (2001). Biology in silico: The bioinformatics revolution. The Human Genome Project is forging an alliance between biology and computers that promises to revolutionize our understanding of genetics. The American Biology Teacher, 63(6), Biological Sciences Curriculum Study. (2004). Bioinformatics and the Human Genome Project. Available online at: bscs.org/. Budd, A.F., Foster, C.T., Dawson, J.P. & Johnson, K.G. (2001). The Neogene Marine Biota of Tropical America (NMITA) database: accounting for biodiversity in paleontology. Journal of Paleontology, 75(3), Buxeda, R.J. & Moore-Russo, D.A. (2003). Enhancing biology instruction with the Human Genome Project. The American Biology Teacher, 65(9), Collins, L. (2005). The Panama Paleontology Project. Available online at: htm. Edwards, J.L., Lane, M.A. & Nielsen, E.S. (2000). Interoperability of biodiversity databases: biodiversity information on every desktop. Science, 289(5488), Jackson, J.B.C., Budd, A.F. & Coates, A. (Editors). (1996). Evolution and Environment in Tropical America. Chicago: University of Chicago Press. Jegalian, K. (2000). The Human Genome Project its implications for educators. The American Biology Teacher, 62(9), Kaiser, J. (2000). Fossil databases move to the web. Science, 289(5488), National Academy of Sciences. (1996). National Science Education Standards. Washington, DC: National Academy Press. National Center for Biotechnology Information (NCBI). (2004). Available online at: Nehm, R.H. (2001). Calibrating spatial and temporal diversity patterns in tropical American Prunum and Volvarina (Gastropoda: Marginellidae). Journal of Paleontology, 75(3), THE AMERICAN BIOLOGY TEACHER, ONLINE PUBLICATION, SEPTEMBER 2006
7 Nehm, R. H. (2004). The Dominican Republic Project. Available online at: Palladino, M. A. (2002). Learning about the Human Genome Project via the Web: Internet resources for biology students. The American Biology Teacher, 64(2), Pennisi, E. (2000). Taxonomic revival. Science, 289(5488), Rowen, L., Mahairas, G. & Hood, L. (1997). Sequencing the human genome. Science, 278(5338), Science. (September 15, 2003). Cover photo. Smith, T. M. & Emmeluth, D.S. (2002). Introducing bioinformatics into the biology curriculum: Exploring the National Center for Biotechnology Information. The American Biology Teacher, 64(2), Sugden, A. & Pennisi, E. (2000). Diversity digitized. Science, 289(5488), SPSS Version 9.0 (1998). Chicago, IL: SPSS, Inc. Wilson, E. O. (2000). A global biodiversity map. Science, 289(5488), BIOINFORMATICS EDUCATION 97
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text:
also from today
(article "Israel - Palestine: what the EU could do against the settlements") (!)
"recommendations made in December 2010 by a score of former European leaders including
Lionel Jospin, Javier Solana, Richard Von Weizsäker, Helmut Schmidt, Romano Prodi and
Felipe Gonzales wrote in an open letter to European Council President:
"We consider it necessary for the EU to end the import of products from the settlements,
which are contrary to European labeling standards, as stamped from Israel. "
Friday, November 30, 2012
Posted by björn (farmer) at 11:09 AM
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subset: commoncrawl


text:
A nice walk in the countryside observing the beauty of nature makes me a happy person and makes me feel lucky to be living around such beauty.
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text: The strangest thing happened to me a few hours ago. I run 10.3.9 and the OS has been running for 4 days straight but when I tried to reboot after installing some software it reverted back to the OS the way it came from the factory. All my settings for window and preferences for every application I own suddenly got "wiped" the apps are still there and launch but anything like email's and server settings in Entourage disappeared, my forms to go software became unregistered an my music that I recently purchased is gone from iTunes, no files show in my Documents or Movies or anything. So I'm wondering is there any utility or command in OSX to regain the files perferably the music from iTunes but any other file as well. My file vault now shows a "home" icon instead of the usual vaulted home icon. Lost all my photos in iPhoto. Also if I cant get back the files or iTunes music is there any way of explaining this mishap to Apple iTunes support so I can regain my downloads without them saying well no because it looks suspicious and what not requesting my downloads to be cleared. I've had them cleared on my pc when I exceeded the maximum of 5 pc's to play music on. Thank you, Tom


text:
Thursday, September 15, 2011
Toddlerhood brings some tough moments, and bedtime is usually one of them. Where, oh where, is my super-sleeper baby, who slept through the night at two months, went down with no trouble at all, and made us the envy of family and friends?
Long gone. But she could come back. Who knows?
If there's one thing parenthood will teach you, it's that everything is a phase. You may take this for granted the first year or two, especially with an easy baby who makes it easy to assume she's just naturally good-natured and you've got this parenting thing down. But nothing lasts forever. Good or bad.
We like the song by Darius Rucker (AKA Hootie of Blowfish fame, turned country singer), It Won't Be Like This for Long, which describes a father's experiences through phases of his daughter's growing up, good (it won't be like this for long, so cherish it) and bad (it won't be like this for long, so hang in there). There are days I just have to take a deep breath and sing it to myself, sometimes from the upside and sometimes the downside.
Battling to get her in her carseat? It won't last long.
Spitting and licking for fun? It won't last long.
Sleeping on the floor every night, rather than in her bed? It won't last long.
Having conniptions over completely random little things? It won't last long.
Refusal to brush her teeth? It won't last long (I hope).
Sweet girl saying, "I wanna hold you, Mommy!"? That won't last long, either.
Everything's a phase. Survive it. Cherish it. It won't be like this for long.
4 comments:
- Kristen said...
I was giggling and nodding until the end of the post, and then I got all teary. Great post, Jessica! Sometimes I need these little reminders. :)
- Katie Bug said...
Goodness, I'm sitting here teary-eyed! Your Kate and my Bug sure are two peas in a pod. Bug is also currently perfecting the art of extending the bedtime routine.
Jer heard that that Darius Rucker song on the radio a few days ago and has been singing it every since. He's a sucker for it, too!
- The Mauney's said...
So true... and here we are about to start all over again with new phases and personalities to figure out. I have to remind myself of these things too. And I'm just impressed that Kate lets you brush her teeth at all! :) We're still working on that one!
- Jessica Miller Kelley said...
Oh, she doesn't let US brush her teeth--I promise! She just used to brush on her own with a little coaching. The problem came in when we introduced big girl toothpaste rather than the toddler stuff that really doesn't do anything. She says the big kid stuff is yucky, and we've tried two different kinds (actually, she's tried one and now won't try the other one we bought). I guess we should go back to the toddler stuff or even no paste at all--just so she's brushing, at least, b/c this is definitely not healthy!


text:
PDF to Overleaf
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text:
Stock market rebound renders demand for munis
Related Articles
- N.Y. Thruway Retail Orders Reach $214 Million as Muni Prices Rise. Monsarrat, Sean // Bond Buyer;07/12/2000, Vol. 333 Issue 30930, p2
Reports the increase in the price of municipal bonds in New Yor, New York. Actions taken by traders to meet demand from investors; Status of bond yields; Total amount of retail orders received by the New York State Thruway Authority Bonds.
- How much disclosure do municipal bond investors really want? Beerman, Albert L. // Banking;Feb78, Vol. 70 Issue 2, p66
Deals with the results of a survey on the concerns of municipal bond investors. Importance of footnote disclosure; Views on pension liability; Complaints against detailed information.
- Inflows Perk Up a Bit, But Buyers Cut Back on Short Term. Seymour, Dan // Bond Buyer;5/3/2010, Vol. 372 Issue 33309, p7
The article reports on the move of the investors to continue to cash out a short-term funds despite the decrease of the flowing money into the municipal bond mutual funds in the U.S.
- It's turkey week, but high-quality state names are finding buyers. Albano, Christine // Bond Buyer;11/25/97, Vol. 322 Issue 30280, p10
Reports that investors are purchasing municipal bonds in the Southwestern United States during Thanksgiving week in November 1997. University of Colorado Hospital Authority revenue bonds in the secondary market; Par pricing; Name recognition with individual investors; Offering from the Colorado...
- California Helps Puerto Rico Tobacco Bond Prices Stay Firm. Albano, Christine // Bond Buyer;11/08/2000, Vol. 334 Issue 31013, p7
Reports on the purchase of the Puerto Rico Children's Trust Fund issue by investors in California. Rate of return; Attractiveness of the tobacco issue due to its triple-exempt nature; Net value of the tobacco issue.
- Analysts: To Survive the E-Future, Dealers Will Have to Add Value. Wisniewski, Mary // Bond Buyer;06/12/2001, Vol. 336 Issue 31158, p38
Focuses on the popularity of the electronic trading platforms for municipal bonds in Chicago, Illinois. Concentration on adding value for the clients for success in business; Prediction of Andy Nybo, electronic market analyst on the less involvement of dealers in actual execution of trades;...
- Low yields and sleepy market force investors to strategize in secondary. Albano, Christine // Bond Buyer;02/23/98, Vol. 323 Issue 30336, p8
Focuses on the two different techniques used by retail investors in the Northeastern States in combating low municipal yields. Buying of premium bonds with attractive yields-to-call and maturity; Duration swapping.
- Continued 'January Effect' Moves Bond Buyer Yield Indexes Lower. O'Connor,, Jeanine // Bond Buyer;1/18/2002, Vol. 339 Issue 31307, p40
Reports on the impact of investors' supply of municipal bonds on bonds yield index for the week ending January 18, 2002. Performance of government securities for the week ending January 18, 2002; Decline in the bonds index; Financial performance expected by economists for bonds.
- As I see it. Dodgson // Grand Rapids Business Journal;10/25/99, Vol. 17 Issue 43, p34
Asserts that the municipal bond odd lot market is the investment market wherein one can invest smaller quantities of money and actually get a better price. Block of bonds less than $100,000 in face value; Reason why this benefit is not known to many investors; Pros and cons of municipal bond...


text: I had problem installing macsbug, it says installing just drop it to 'system folder' where 'finder' and 'system' reside. So I do Find->finder, it is in CoreServices folder, is it the same as 'system folder' Under Computer->Harddrive, there is a folder called 'system' too, which one is the 'system folder' that macsbug mentioned? anyways, So I try to drop them(drag and drop) to the two folders, they both gave me error saying system folder cannot be modifired. So, I am stuck. Please help. Thanks


text:
NEWARK, NJ — They met her with a hero's welcome.
Carimer Andujar, the Rutgers University student facing deportation, emerged from the federal building on Broad Street in Newark around 10:30 a.m. to applause from hundreds of supporters. The 21-year-old undocumented immigrant came from an interview with Immigration and Customs Enforcement officials, who were deciding whether she'd stay in the country.
The agency has taken an interest in the outspoken on-campus activist. Her Deferred Action for Childhood Arrivals renewal form—which would allow her to continue to attend college without the possibility of deportation—had yet to be approved. But members of the Rutgers community and a fiery group of activists rallied on the sidewalk today, May 9, demanding ICE agents keep their "hands off Carimer."
What ICE told Andujar and whether her DACA form has been renewed wasn't immediately clear. Even so, she appeared positive and determined to continue advocating for immigrants in her address to the crowd.
"I do intend to stay here," Andujar said after thanking her backers. "I do intend to finish my education, and I do intend to chase after my dreams."
Andujar arrived in Newark for a 9 a.m. meeting requested by ICE. No one knew whether she'd be detained on the spot, as activists said other people have in recent days.
When she went upstairs, ICE agents asked her several questions and took her fingerprints, she said. Some of them must've also peered through the windows.
"They were well aware of the support I had waiting for me outside," Andujar said, "from community members, from university leaders, from elected officials, from clergy."
Indeed, a sizable crowd began to assemble outside the building after 8 a.m. in anticipation of the chemical-engineering student's interview. Rutgers professors, students and activists joined with priests, aspiring politicians and local leaders to rally for Andujar and against President Donald Trump and his immigration policies.
Many of the faces were familiar to those in New Brunswick's anti-Trump movement, a push whose members have acted quickly and often to stand up for illegal immigrants.
Demonstrators lock hands and pray during a May 9 rally for Carimer Andujar and other undocumented immigrants.
"Let us stand with the new Americans who will build the 21st century of America," Lucye Millerand, president of the Union of Rutgers Administrators, said, echoing a common sentiment in the movement. "Let us stand with Carimer."
The #HandsOffCarimer campaign—which spread on social media and has since attracted cameras from New York—came about due to Andujar's connection to Rutgers AAUP-AFT, the union that represents roughly 7,000 faculty members.
After Andujar received a letter from ICE about two months ago, she approached Sherry Wolf, a senior organizer for the union. The young woman wasn't sure if she should take her struggle public. Wolf said the decision was hers, although "the best defense is a good offense."
From there, the Rutgers faculty union posted Andujar's story on its Facebook page. Then it organized an action meeting for her supporters. Next came a rally in New Brunswick and then today's demonstration, for which the group chartered a bus out of Rutgers.
Protesters stand outside the federal immigration building on May 9 in Newark.
But Wolf and her colleagues didn't show up just for Andujar.
"DACA students were made to understand that having DACA status was some sort of protection, but we are finding out these last weeks that there is no armor of protection," Wolf said, her voice loud and strained. "We will not allow this to become normal in this country."
Among the dozen or so speakers were several of Andujar's fellow Rutgers students.
The protesters filled the time between speakers with chants and song. They held signs that carried slogans like "I stand with Carimer," "We are proud of you Carimer!" and "Defund ICE."
Supporters await Carimer Andujar after her interview with ICE agents.
While the pro-Andujar movement is a grassroots one, several elected officials and politicians have signed on to her cause.
Representatives of Phil Murphy, a Democratic gubernatorial candidate, Newark Mayor Ras Baraka and U.S. Rep. Frank Pallone spoke in solidarity with Andujar and undocumented immigrants. Newark City Councilman Luis Quintana and Essex County Freeholder Rolando Bobadilla also condemned Trump and ICE.
Seth Kaper-Dale, a Highland Park pastor who's running for governor and often frequents New Brunswick demonstrations, fired up the crowd with an angry tirade against the country's budding anti-immigrant policies.
"As the minister of a church, I'm not supposed to want to talk about hate, but I hate this place," he yelled, pointing to the ICE building. "This place right here is racial and ethnic cleansing American-style."
The scene this morning as Carimer Andujar interviewed with ICE agents.
But in the end, it was Andujar—interview-ready in dress clothes and her hair tied back in a bun—who most energized the crowd.
Having arrived in the U.S. from the Dominican Republic when she was 4 years old, she said she has always considered herself an American. If she were booted from the country, she said, she would lose her family and the only home she's ever known.
She doesn't plan to go silent, despite being on ICE's radar. Many have speculated that her position as the founding president of UndocuRutgers, an immigrant-advocacy group, exposed her to deportation in the first place.
"My dedication to undocumented students and ensuring that they have the opportunities that they deserve remains," she said. "I will fight back because I am here to stay."
And, if only for today, it appears she has won.


text:
Ending a sentence with a preposition
It is not always wrong to end a sentence with a preposition. At times, the preposition need to be at the end of a sentence, especially when the alternative of not ending with a preposition causes confusion or affects the meaning of the sentence. However, it should be avoided whenever it is possible to rewrite the sentence in order to convey a clear meaning.
The following sentences ending with a preposition are acceptable
- It is a trivial matter and not worth arguing about.
- With the new family, she is being well looked after.
Which size are you looking for?
- Is that the hospital where he was born in?
He was not someone you will want to talk to.
- He is my only friend whom I often go out with.
The following sentences ending in a preposition are acceptable but can be avoided
The visiting team is difficult to play against.
It is difficult to play against the visiting team.
Which part of the body was he shot at?
He was shot at which part of the body?
The two of us tried to fight three robbers off.
The two of us tried to fight off three robbers.


text:
Some places where free Wi-Fi is commonly found as of 2015 are Panera Bread, Marriott Courtyard, Office Depot, McDonalds and the Apple Store. A few more stores to look for free Wi-Fi are Staples and CompUSA.
Panera Bread is one of many restaurant chains that commonly offer free Wi-Fi. Other examples of chains that offer Wi-Fi are Applebees, Burger King, Quiznos, Taco Bell and Starbucks. Some retailers that usually have Wi-Fi are Barnes and Noble, Best Buy, Nordstrom and Target.
Many of these places require an acknowledgement and agreeing to terms of service, but they typically don't require a password. McDonald's tends to have the most consistently fast Internet, while Best Buy is a close second.
Other stores with free Wi-Fi are Grease Monkey and Jiffy Lube. Lowe's and Michaels are another source of free Wi-Fi, as are some grocery stores, such as Whole Foods.
It may also be possible to find free Wi-Fi in airports, laundromats and parks, such as Bryant Park in New York City. Additionally, Bolt Bus and Megabus offer free Wi-Fi to their passengers, as does Amtrak. Gyms and yoga studios are also starting to have Wi-Fi available. Some museums also have the service, as do many courthouses.


text:
Drew asks me all the time, "What are you talking about?" I don't know what I'm talking about today.
We fed Charlie the giraffe at the zoo. Very long tongue.
Instead of listening to the radio, our car plays Disney's Greatest Volumes 1 and 2. So basically I never hear new music or what other people in the world are listening to. Currently, when I'm not listening to "Under the Sea," I'm loving Mat Kearney. Like this song. Or this. Everything this man sings is amazing.
Did you know Jason proposed to me down in Havasupai? Havasupai is my favorite place so far on this earth. This isn't Havasupai. It's Fossil Springs.
We've had this kite since Christmas and finally got to fly it. It's a crocodile.
I'm also listening to Parachute. Love this song. And this.
Shield your eyes. This whiteness is me. I am not nude either. Just wearing a white and yellow swimsuit on a white body. Jason wants to take this on a cruise? Yikes!
Also on my playlist is The Script. His voice is cool. This song makes me smile.
Hey Sha Sha.
Matt Nathanson makes me want to get married all over again (to Jason of course) just so I can have this song playing at our wedding.
And I'm done.
Yes, I'm done.
Wednesday, May 12, 2010
5 comments:
Fun post! I seriously love all those songs too. We totally love the same music. One of my favorite things to do is open all my windows and patio door, let Luke play everywhere in the house and outside, work on a project, and have my itouch playing all that good music. Fabulous!ReplyDelete
How Fun!!!!!!!!! have a great cruise, it's finally here!! ya! we all, miss you all. :)ReplyDelete
I think Parachute's "She is Love" just brought me to tears. I never heard of them but I will definitely be adding this to my playlist. Thanks Chelise for some new tunes and I love your pictures!ReplyDelete
You are the cutest mom ever. I miss you!ReplyDelete
I miss you and I wish you were here still. this makes me sad.ReplyDelete
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Well, hello again, thanks for visiting. Today I have some super quick tags to show you, made with the nordic noel stamp set and my favorite card colour of the moment - slate. The original plan was to try out my various options for embossing the images, pick one and make a set - but I can't decide so I'm showing you them all, which one do you like best?
All the tags were cut in slate card stock using the Amuse Studio tags die set, the fact that they even cut the hole for the thread / ribbon suits my lazy personality perfectly! All the stamps are from the Amuse Studio nordic noel set.
Left to right I used
1. Versamark and Funstamps Red Razzle Dazzle embossing powder (this has been lurking in my cupboard since before the move to America some 9 years ago - all the other powders from this era have gone off, but this one lives on)
2. Versamark and Amuse Studio Diamond embossing powder - this was really difficult to photograph - in real life it's almost a clear shiny watermark but with a twinkle
3. Versamark and Amuse Studio white embossing powder
4. Versamark and Judikins red embossing powder
5. Brilliance moonlight white and Amuse Studio diamond embossing powder- less shiny and less twinkle, more white - this could be the age of the ink, didn't get as much powder to stick as I would have liked.
So there you have it - which is your favourite?
Bye for now, I do hope you will drop in again soon.


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I remember when I was a kid that one of the biggest events of late winter was searching for the first dandelion. Granny always told us that they were a promise of spring and once one was found, it wouldn't be too much longer before warm weather would return to the mountain.
I'm sure the search was originally initiated to get the kids from underfoot during the dead of winter, and to give us a purpose. After the anticipation of Christmastime had worn off, but before the egg hiding of Eastertime, there is a long stretch of cold, hum-drum, and did I mention cold weather. Nothing to do but chores and hunkering down and waiting for better. For us kids, that meant go to school, come home and carry in the night's wood, feed the stock, have supper, do homework, and get ready for bed. Day after day. After day.
The Mouth of Burns Holler. This is where the first dandelions would always appear. Granny's old house is visit on the right, the old stone cow barn, long since lost in a flood, stood on the left side of the road.
Then sometime in late February, Granny would holler at us kids as we were walking up the holler road from school and tell us it was getting to be about time for the dandelions to come up. She always picked an unseasonably warm day to tell us this (which I might add were uncommon in those days). Now she knew it was still too early for dandelions on the mountain, but she also knew it would give us a sense of purpose just when we needed it most. Once the word was given, the hunt was on. We would run to the house and throw down our books and bags, and head out the door. The chores would have to wait. In hindsight, granddad and Uncle Wood usually did the chores on the first day of the search. It was almost as if there was a vast conspiracy to get us kids out of the house. We knew the first blooms would appear on the hillside between Granny's house and the old stone cow barn, and she would watch us search in vain for the first bloom. She'd come out on the porch and talk to us as we searched, "now when you all find a good mess of the greens, I'll cook us all up a good meal. Good for the blood, they are."
Day after day, after school, we would look for it. On Saturday mornings we would look for it. On Sunday afternoons we would look for it. We paid attention to the other signs of spring that would give us a clue as to when and where it might be. I devised a method that when the hog pen started smelling pretty ripe, it was a sign that dandelions were up. Somewhere, anyway. My methodology never really panned out but I swore that it would someday.
Springtime on the Mountain. Clothesline, dogwoods, lilacs and a chickenhouse. We all think of different things when we think of springtime. This says it to me.
Then one day when we least expected it, there it would be. The first bloom. It would be small, gnarled, half-frozen and unopened, but it was the first. Whoever found it would let out a whoop and everyone would come running. Sure enough, there it was. The finder would pick it and we'd all take off for Granny's house. Of course, she'd hear us coming long before she could see us, and she would have us some treat made up. Like molasses candy, or tater candy or something of the like. It was almost as if Granny knew what day we'd find the first dandelion. Looking back, I wouldn't be surprised to learn that Granny used to look for the first bloom while all of us kids were away at school. Granny always did love her dandelions.
A good place to find dandelions. At the right time of year, you can pick a mess in just a few minutes.
Grandmaw's Dandelion Gravy recipe. You put it over dandelion greens. Put about 1 1/2 cups milk in skillet with 1 tsp butter or bacon grease (bacon grease preferred). Then make thickening in another bowl by combining: 2 Tbsp. flour, 1 egg, about 1/4-1/2 cup milk, stir until smooth. Add about 1 Tbsp. vinegar. Add to the milk in skillet. Salt and pepper to taste. Cook until it thickens. If not sour enough add little more vinegar to your taste.


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JavaScript is an easy language to get started with, but to achieve mastery takes a lot of effort. Beginners often make a few well-known mistakes that come back and bite them when they least expect. To find which these mistakes are, keep reading!
1. Missing curly braces
One practice, which JavaScript beginners are often guilty of, is omitting curly braces after statements like
while and
for. Although it is allowed, you should be extra careful, because this practice can often conceal problems and be the source of bugs. See the below example:
Although the
fail() call is indented and looks as if it belongs to the
if statement, it does not. It is always called. So it is a good practice to always surround blocks of code with curly braces, even if there is only one statement involved.
2. Missing semicolons
When JavaScript is parsed, there is a process known as automatic semicolon insertion. As the name suggests, the parser is happy to insert missing semicolons for you. The purpose of this feature is to make JavaScript more approachable and easier to write by beginners. However, you should always include semicolons, because there are dangers in omitting them. Here is an example:
Because there is a semicolon missing on line 3, the parser assumes that the opening bracket on line 5 is an attempt to access a property using the array accessor syntax (see mistake #8), and not a separate array, which is not what was intended and results in a type error. The fix is simple – always write semicolons.
Some experienced JavaScript developers prefer to leave out semicolons, but they are perfectly aware of the bugs that this might cause and know how to prevent them.
3. Not understanding type coercion
JavaScript is dynamically typed. This means that you don't need to specify a type when declaring a new variable, and you can freely reassign or convert its value. This makes JavaScript much easier to write than something like C# or Java, but you open the doors for potential bugs that in other languages are caught during the compilation step. Here is an example:
The problem can be easily fixed by using
parseInt(textBox.value, 10) to turn the string into a number before adding 10 to it. Depending on how you use a variable, the runtime might decide that it should be converted in one type or another. This is known as type coercion. To prevent types from being implicitly converted when comparing variables in
if statements, you can usestrict equality checks (===).
4. Forgetting var
Another practice that beginners are guilty of, is forgetting to use the
var keyword when declaring variables. JavaScript is very permissive, and the first time it sees that you've used a variable without the
var statement, it will silently declare it for you globally. This can be the source of subtle bugs. Here is an example, which also shows a different bug – missing a comma when declaring multiple variables at once:
When the parser reaches line 4, it will insert a semicolon automatically, and then interpret the
d declarations on line 5 as global. This will cause the value of the outer c variable to change. Read about more JavaScript gotchas here.
5. Arithmetic operations with floats
This mistake is true for nearly every programming language out there, including JavaScript. Due to the way floating point numbers are represented in memory, arithmetic operations are not as precise as you'd think. Here is an example:
To work around this problem, you should not use use decimals if you need absolute correctness – use whole numbers, or if you need to work with money, use a library likebignumber.js.
6. Using constructors over literals
When Java and C# programmers start writing JavaScript, they often prefer to create objects using constructors:
new Array(),
new Object(),
new String(). Although they are perfectly supported, it is recommended to use the literal notations:
"", because the constructor functions have subtle peculiarities:
The solution is simple: try to always use the literal notation. Besides, JS arrays don't need to know their length in advance.
7. Not understanding how scopes work
A difficult concept for beginners to understand is JavaScript's scoping rules and closures. And rightfully so:
Functions retain visibility to variables in their parent scopes. But because we are delaying the execution with a
setTimeout, when the time comes for the functions to actually run, the loop has already finished and the
i variable is incremented to 11.
The self executing function in the comment works, because it copies the
i variable by value and keeps a private copy for each timeout function. Read more about scopes here and here.
8. Using eval
Eval is evil. It is considered a bad practice, and most of the times when you use it, there is a better and faster approach.
Code inside
eval is a string. Debug messages arising from eval blocks are incomprehensible and you have to juggle with escaping single and double quotes. Not to mention that it is slower than regular JavaScript. Don't use eval unless you know what you are doing.
9. Not understanding asynchronous code
Something that is unique to JavaScript is that nearly everything is asynchronous, and you need to pass callback functions in order to get notified of events. This doesn't come intuitively to beginners, and they quickly find themselves scratching their heads on a bug that is difficult to understand. Here is an example, in which I use the FreeGeoIP service to fetch your location by IP:
Even though the
console.log comes after the
load() function call, it is actually executed before the data is fetched.
10. Misusing event listeners
Let's say that you want to listen for clicks on a button, but only while a checkbox is checked. Here is how a beginner might do it (using jQuery):
This is obviously wrong. Ideally, you should listen for an event only once, like we did with the checkbox's change event. Repeatedly calling
button.on('clicked' ..) results in multiple event listeners that are never removed. I will leave it as an exercise for the reader to make this example work :)
The best way to prevent mistakes like these from happening is to use JSHint. Some IDEs offer built-in integration with the tool, so your code is checked while you write. I hope that you found this list interesting. If you have any suggestions, bring them to the comment section!


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There's nothing like becoming a parent to concentrate one's attention on the future. What will the world be like for that little one decades from now?
That's the driving force behind Mark Hertsgaard's Hot: Living Through the Next Fifty Years on Earth.
When his daughter Chiara (now 5 years old) came along, it became clear to him that global warming – something he'd written about in books and leading magazines for 20 years – was not just an abstract scientific and political issue whose full effects wouldn't be seen in his lifetime.
Becoming a dad not only changed Hertsgaard's point of view but it also added urgency to his subject. He vowed to find out "what had to happen for my daughter and her generation to live through the storm of climate change."
To be honest, I was not looking forward to this book. Having tracked climate change journalistically for nearly 20 years myself, I felt burned out on the subject. It seemed as intractable as "the Middle East peace process" or "campaign finance reform" – issues more battered than helped by politics.
But I came away thinking and feeling differently – not only renewedly interested in what humankind is doing to Earth's climate, but also actually somewhat more hopeful. (Perhaps becoming a grandfather recently had changed my outlook, too.)
Here's why I like and recommend "Hot": Hertsgaard's rhetorical device – considering global warming with a regard for the future of children – is good without being too smarmy.
He covers the ground on the science and politics of climate change clearly and with an amount of detail that is sufficient without being overwhelming – for example, explaining without confusing the reader the relative importance of mitigation and adaptation. (In other words, doing things to reduce the greenhouse gases that result in climate change, and then getting ready for the global warming that's already inevitable.)
Hertsgaard travels all over the world – Africa, Europe, China, South Asia, the United States – for descriptive on-the-ground reporting and many in-depth interviews with the world's leading experts. Also, he details the important things some communities (like the Seattle area) and nations (like the Netherlands) are doing to prepare, so it's not all a downer.
Hertsgaard's travels led him to parts of the world – some of them surprising – where people are taking important steps to deal with the inevitable. In other areas (New Orleans, Florida, and Shanghai) the attitude is mostly business as usual.
So while things aren't hopeless, the situation is serious.
Because of the increase in greenhouse gases that began with the Industrial Revolution and accelerated in the 20th century with industrial agriculture, motor vehicles, and worldwide population increase, Hertsgaard writes, "Over the next fifty years, climate change will transform our world in ways we have only begun to imagine."
Most scientists (minus a handful of skeptics and outright deniers) are warning of stronger storms, deeper droughts, shifting seasons, and sea-level rise, Hertsgaard points out. It's not a matter of whether these things are likely to happen but of degree.
"Humans have changed the weather on this planet, and that will change everything," he predicts, "from how we grow food and obtain water to how we construct buildings and fight disease; from how we organize economies and control borders to how we manage transportation systems and deploy armies; from how we write insurance and produce wine to how we talk with our children and plan for the future."
It's a challenge that's already begun, fraught with potential dangers, including (as US military leaders have pointed out) regional conflict born of forced migration.
With his daughter and other children of the world in mind, Hertsgaard has illuminated the challenge while pointing the ways toward resolution.
Brad Knickerbocker is a Monitor staff writer.
Join the Monitor's book discussion on Facebook and Twitter.


text: Adopting FRS 102? Make sure you protect your results under the Financial Fair Play rules 15 September 2016 Mark Lamb 0 comments Share As football clubs finally adopt the new UK accounting rules, assessing the impact on their Financial Fair Play (FFP) reporting will be a priority as the new UK GAAP could significantly affect not only your club's formal financial statements, but also its ability to comply with the FFP regulations. The big question is how this change will affect your club's FFP reporting as they could lead to a substantial increase in reported losses and therefore potentially trigger FFP breaches, resulting in fines, transfer embargoes or other sanctions. Managing FRS 102 adoption and ongoing use carefully is therefore vital for your club's future operating freedom. The use of 31 May year-ends, chosen to align with the football season, mean that football clubs are now adopting the new form of UK GAAP. But the switch to new UK GAAP will be more challenging than for most other businesses once the potential impact on FRS 102 is taken into account. New UK GAAP is closely based on International Financial Reporting Standards, so brings a new reporting structure for primary financial statements and different language and terminology. The key new standard, FRS 102, changes the format and titles of the primary statements: UK GAAP FRS 102 Profit & loss account Income statement Statement of total recognised gains and losses Other comprehensive income Balance sheet Statement of financial position Reconciliation of movement in shareholders' funds Statement of changes in equity Club's will still have to comply with Companies Act 2006 and some will continue to use profit and loss account and balance sheet as titles. So what real changes could your football club face? Loans Your club may be financed by a variety of complex loan arrangements from multiple sources, including loans from an underlying shareholder or a bank loan guaranteed by the club owner. Such loans at an interest rate below the market rate will need to be adjusted to fair value using a market rate of interest. Any difference will most likely be recognised as a capital contribution in equity. Foreign currency transactions Clubs' foreign currency transactions when raising funds or buying players may be affected by FRS 102 adoption. For example, the fair value of a foreign currency forward contract will need to be recognised on the balance sheet and the monetary asset or liability that it is attached to will need to be converted at the spot rate. Player contracts and impairment The required review process will be more onerous under new UK GAAP and could lead to an increased amortisation charge in the first year following FRS 102 adoption, depending on your impairment policies currently adopted. Stadium structures Is your stadium retained by your trading company as a fixed asset or held in a separate entity and accounted for as an investment property? Adopting FRS 102 may trigger a review of your preferred approach; similarly, if your stadium is retained as a tangible fixed asset, any income streams additional to the main trade could impact the treatment of stadium valuations under FRS 102. Revaluation potential FRS 102 adoption creates the opportunity to revalue assets and achieve a one-off asset uplift. For example, your club could reassess your stadium's deemed cost or is residual value in use. Profit or loss volatility It's clear that, under FRS 102, more items are likely to be measured at fair value through the income statement. This will inevitably increase volatility in reported results. For more information, please contact Mark Lamb. football clubsSports


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School has kept me busy as of late and car trouble and various odds and ends—those little annoyances, character developers, if you will. I have also been working on catching up with the blogs I have been reading and was encouraged and challenged by this post. I know it's old, but it's still good.
I need to do a better job of not letting the little things turn into big things. I need to take the focus off myself. I need to allow Christ to live in me each day in each situation. I'm not much on WWJD because most of the time that turns into what do we think Jesus would do based on our own preconceived notions. While principles can be mined from scriptures, Jesus did not live in the 21st century in Texas with my family or at my job. But, I can let the Holy Spirit work in me, trusting that He knows best in each situation and that whatever comes my way doesn't have to affect how I treat others.


text:
Riding up the Don Valley Parkway (local highway) was quite the experience! Bike riding is normally a solitary pursuit for me and I have to be super alert for cars. Riding up the highway was a delicious experience (most of it was paved nicely), and there were so many people there, all enthusiastic!
If you already donated, Thank You, Thank You, Thank You! Your donations were generous, and I really appreciate your support (for me and the charity) and never expected so much! If you didn't see my first impassioned plea, or you haven't gotten around to it, it's not too late to donate. And if you don't have the cash, that's ok too, I just wanted to update you on how the day went.
When I set out this morning, I thought mayyyyyybe I should have signed up for the 25K route. But 50K was a nice accomplishment and wasn't really all that difficult (although I did envy the people on their light little road bikes). Next year, if I can get my hands on a road bike, maybe I'll be a masochist and do the 75k route? Want to join me? You can do the 25k and wait for me as I drag myself across the finish line. Anyway, I'll see how my bum feels about it tomorrow ....


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Seattle Parks and Recreation Christopher Williams, Interim Superintendent
Photo Credit
Photo Credit: TIA International Photography
1 results for "Lakeridge Playfield"
Refine Search Results by FeatureFilter results by up to 3 features The refined results will contain at least 1 of the selected features.
Lakeridge Playfield
Baseball/Softball Fields Basketball Courts Restrooms Drinking fountains Play Area Tennis Courts
Address: 10145 Rainier Ave. S, Seattle, WA 98178
This neighborhood playground and playfield has quite a lot to offer! Here can be found slides, regular and baby swings, a whirl, a basketball court, [...]View Park


text:
Is anyone still sampling?
Hi fellow readers, this time we're talking music. For quite some time, I've been wondering about the sound of a certain area which seems to be abandoned by pretty much all bands. It was the area when sampling technology became affordable and where a bunch of musicians adopted this (back then very limited) technology in creative ways to use any kind of noise in a musical context.
In this period (say, 1984-1990), bands like "The Art Of Noise", "Jean-Michel Jarre", "Depeche Mode", "Moskwa TV", and many more, emerged, who thrilled their audience with sounds that had been previously unheard. Obviously we lost this form of art somewhere along the way – I can't think of any currently active band embracing these kind of instruments. Even the aforementioned pioneers have "developed" (why must every successful band "develop" and lose the distinct quality that made them big? but that's a topic for another blogpost) and turned their back on this.
Is it because listeners became tired or did the massive improvements in sampling quality and length (due to the vast price decline in computer memory we now have hours of sampling time where back in the 80s we only had seconds) thus the limitless possibilities strangled the creativity (again!)?
I still love to hear (and produce) those kinds of sound. So let me ask: Is anyone still sampling? (except sample library vendors, that is)
Cheerio – Gone fishing, err… field recording!