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Guest MINDSETTER™ Justin Katz: Edwards Dances Around the Fact That I'm Right
Saturday, December 20, 2014
The bottom line is that Edwards takes the long way around admitting that my observation — that Rhode Island politicians are driving up the price of energy — is completely correct.
Rep. John Edwards
He writes about stabilizing prices, about an expanding renewable energy industry, and about "a guaranteed long-term revenue stream" for such energy.
You know how renewables stabilize energy prices? By making them higher all the time. You know how the government helps to make renewables increasingly common? By subsidizing the industry with taxpayer dollars. You know how government can guarantee long-term revenue for renewables? By forcing energy consumers to pay extra for it.
(Edwards makes a point of opening his essay with an ad hominem, vague, and indirect insinuation that my opinion is related to my employer. Readers should take a look at his campaign donors, with thousands of dollars from construction organizations and unions.)
Fortunately for those of us with little time, Edwards squeezes the coal of his deceptive rhetoric into this diamond of a sentence:
"While the so-called Center for Freedom and Prosperity would like you to think that renewable energy is inherently more expensive than fossil fuels, if we were producing enough renewable energy right now, the rate hike in question wouldn't even be on the table."
Basic Economics
A lesson in basic economics would show that one product can't really be "inherently" more expensive than another. It is always, always a question of supply and demand. The basic reality, however, is that renewable energy is unquestionably much more expensive than fossil fuels.
This can be seen simply in the requirement for long-term energy contracts, for which Edwards voted in 2009. The legislation allows National Grid to pass on the higher costs of renewable energy to its customers, as a "tariff" tacked on to energy bills.
With its proposed rates for next year, National Grid is actually expecting that tariff to go down, reducing the total energy increase by 0.37 percentage points. (In other words, the increase would be 24% instead of 23.6% if this tariff stayed the same.)
The reason the tariff is going down is that the cost of traditional energy went up so much. That is, the extra cost for renewables became a little bit smaller, because fossil fuels are more expensive this year. So, yes, if Rhode Island were producing enough renewable energy "right now," there would be no rate hike on the table, but only because we'd be paying much higher rates already.
Of course, by his "if," Edwards might mean both more production and lower costs, but that's a let's-pretend fantasy. I might as well suggest that if Rhode Island were to turn all of the bad ideas coming out of the General Assembly into energy, we wouldn't need to spend a dime on wind, solar, or any other green technology.
An Explanation
The simplest explanation is that politicians like John Edwards of Tiverton believe that it is worthwhile to force you to pay higher energy prices:
• to develop an industry that may (or may not) one day be less expensive and more reliable than what we have now,
• to protect the environment,
• and to create jobs for their campaign donors in unions and construction industries.
I disagree with their calculations, but at least it's a coherent position. If that's what Edwards believes, then he should own up to it and make the case. Instead, he's helping to drive up energy costs while complaining that prices are going up and attacking people who point out he's doing it.
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Medical schools » United States » Louisiana » New Orleans
Louisiana State University (School of Medicine at New Orleans)
Louisiana State University School of Medicine in New Orleans was established in 1931 by authorization provided in the charter of Louisiana State University and Agricultural and Mechanical College adopted in 1877.
The original building was constructed at 1542 Tulane Avenue, adjacent to the Medical Center of Louisiana at New Orleans (Charity Hospital). Over the years, additions have been made to the original structure. New buildings have also been erected as the school expanded. These include the Residence Hall and Student Center at 1900 Perdido Street, the Medical Education Building at 1901 Perdido Street, and the Lions-LSU Clinics Building at 2020 Gravier Street. A Clinical Research Building has been recently opened as well as a new Student Learning Center which includes small group meeting rooms, procedure labs, simulation labs, lecture rooms and a computer lounge. A new residence facility, Stanislaus Hall, has been recently opened at 450 S. Claiborne Avenue. State-of-the-art fitness and day care centers will also be located within this facility.
The School of Medicine is one component of the LSU Health Sciences Center in New Orleans, which includes Schools of Allied Health, Dentistry, Graduate Studies, and Nursing.
Louisiana State University School of Medicine - New Orleans trains physicians and scientists in health care disciplines. The Medical School strives for excellence in medical education, research, and service through the following objectives:
Medical Education Mission Objectives : The undergraduate curriculum contains programs of study that enable students to become competent, caring physicians who can function in any health care system, continue self education, and appreciate and evaluate medical research.
Graduate Medical Education programs and their support are important components of the educational mission. Graduates of specialty training programs will be skilled and knowledgeable in their chosen discipline and able to assume the responsibilities of a practicing physician.
Training programs of the school assess and adjust to changing physician work force needs of the state.
Research Mission Objectives : Medical education and research are related pursuits. Academic excellence in research heightens the intellectual atmosphere, develops new knowledge, and transmits current information for the benefit of all constituencies.
The Medical School provides adequate facilities for trainee and faculty research including support areas such as the library, animal care, and computer services. Long term planning and acquisition of research funds are vigorously pursued to ensure research growth.
Service Mission Objectives : The school provides a model of excellence in public and private medical care and community oriented programs. The school remains responsive to changing health care systems and trends.
Patient care activities are important to all school missions. Personal practice supports and maintains the clinical skills of faculty and expands opportunities for undergraduate and graduate teaching and research.
The school develops community outreach programs that provide educational and service opportunities and enhance the quality of life of constituent communities.
The course of instruction leading to the degree, Doctor of Medicine, extends over a four year period. A major curriculum renewal effort has resulted in significant changes in the first two years of school with changes for the third and fourth year in the planning stage. The new curriculum focuses on less reliance on passive learning methods, active involvement of students in small group activities, hands on clinical experiences from day one and introduction of clinical decision making via computer simulations. The goal is to better integrate the Basic and Clinical Sciences and to amplify the clinical relevance of the sciences we teach. These changes are quite similar to those in most other medical schools in the U.S. and have been uniformly praised by students and faculty alike.
The Honors Program is in addition to the regular curriculum and is designed to challenge the exceptional student while stimulating the interest of the individual. It entails an independent research program encompassing both the basic and clinical sciences in pursuit of an area of mutual interest between the student and the student's faculty advisor. Students who have maintained high academic standards during their first semester in the School of Medicine are eligible for consideration.
The curriculum outlined below indicates the general policy of instruction and is subject to modification at the discretion of the faculty.
School name:Louisiana State UniversitySchool of Medicine at New Orleans
Address:533 Bolivar Street
Zip & city:LA 70112 Louisiana
Address:533 Bolivar Street
Zip & city:LA 70112 Louisiana
( vote)
School of Medicine at New Orleans Medical School Location
School of Medicine at New Orleans Courses
The first two years of the curriculum are devoted chiefly to the basic medical sciences and a new course called the Science and Practice of Medicine.
Generally, lecture hours have been significantly reduced and lectures are primarily given in the mornings. Afternoon sessions include small group instruction in "Clinical Forums," clinical skills laboratories, interactive computer-based simulated clinical cases and clinical experience. These afternoon sessions are designed to stress professionalism and ethics.
* Gross Anatomy : The additional utilization of x-rays, CTs and MRIs serve to strengthen the students' knowledge of anatomy. An accompanying series of lectures are designed to guide and stimulate the students, thereby contributing toward an understanding of the clinical relevance of the learned anatomy. A cadaver procedure laboratory provides the students the opportunity to perform such clinical procedures as lumbar puncture, endotracheal intubation, urethral catherization, and chest tube insertion. A wide array of interactive computer-assisted software programs is available to supplement and encourage independent student learning.
* Human Prenatal Development : Normal and abnormal human prenatal development is presented in a series of clinically oriented lectures which are coordinated closely with the region of the body being dissected in gross anatomy. Beginning with gametogenesis and fertilization, students are provided with a thorough discussion of normal ontogenetic development to afford them an understanding of the embryologic basis of normal adult structures and their relationships. In addition, common congenital malformations and their causes and the embryonic susceptibility to teratogens are presented Included are important features of fetal development which are essential for normal birth and adaptation to the extrauterine environment, maternal/fetal medicine, human teratogenesis and neonatology. Fifteen hours of basic human genetics are presented by the Department of Genetics. Topics covered include chromosome structure and function, chromosomal disorders, inheritance patterns, population genetics, metabolic disorders, immunogenetics, cancer genetics, developmental genetics, treatments for genetic disorders, genetic counseling, new reproductive technologies, and legal and ethical issues in genetics. In addition, basic molecular events that guide embryologic development are correlated with the development of various organs and systems. Four laboratory demonstration sessions are utilized to reinforce key features of normal and abnormal human development, genetic syndromes, congenital malformations, and the structure and function of fetal membranes, and to provide the students with an opportunity for hands-on investigation of normal and abnormal human development.
* Cell Biology and Microanatomy : This course includes a study of cell biology and the histology of tissue types and organ systems. The first part of the course stresses cellular ultrastructure, and function and the four basic tissue types. Laboratory exercises, using both computerized virtual slides and microscope slides, include the identification of cell types, cell organelles, and the basic tissues at the light and electron microscopic levels. The second part of the course deals with the histology and function of the organ systems. This part of the course is integrated with the topics being covered in Human Gross Anatomy and Prenatal Development as much as possible. The course is designed to provide basic information that will be utilized in preclinical and clinical programs throughout the medical curriculum.
* Science and Practice of Medicine : This interdisciplinary course begins the clinical education of medical students. Each course has three components: computer-based cases, small group clinical forums, and clinical experiences (including the Skills Laboratory).
Computer-based cases are assigned to all students on a weekly basis. Students are expected to complete each case by a specified date and time. These assignments ensure that students develop some skill at clinical problem solving. The cases are selected to reflect complaints that are commonly seen in clinical practice. They are also selected to enhance the teaching of basic sciences. After the students have completed each case, the entire class meets for a discussion that is led by both a clinician and a basic scientist. The clinician discusses the case itself, the clinical learning objectives, and addresses common mistakes made by the class in solving the case. In the first year, the major focus is on making the appropriate diagnosis via history, physical examination and appropriate diagnostic testing. In the second year, more emphasis is placed on the pathophysiology of disease and patient management.
Students meet in small groups with clinical faculty on a regular basis in clinical forums. First year forums focus on professionalism, patient-physician communication, medical ethics, human development, social issues and cultural competency. In the second year, the focus of the small group sessions shifts to include population medicine, public health, prevention and wellness, healthcare policy, epidemiology, biostatistics and medical informatics. Basic principles of these disciplines are taught in a series of lectures at the beginning of the second year. After this introduction, students will meet in small groups to discuss and research questions pertinent to problem areas in public health (e.g. immunization, screening, substance abuse, etc.).
The third component of the course (clinical experiences) provides hands on experience and the opportunity for students to practice the skills of clinical medicine. Several training sessions are conducted in the Skills Laboratory. This lab provides supervised practice and assurance of student competency in basic medical procedures. The procedures and skills increase in complexity as students progress from the first year through the second. During the first year, students are certified in Basic Life Support. At the end of the sophomore year, students are certified in Advanced Cardiac Life Support (ACLS). Other required clinical experiences in the first year include observation on the Labor and Delivery unit and in the pediatrics clinic, performance of an adolescent interview, and observation in the adult emergency department. Physical examination skills are taught in small groups in the laboratory and students are expected to practice on one another in the presence of an instructor. This is done in preparation for the hands on practice of physical diagnosis in the ICM course.
* Neurosciences : This course is designed to introduce the first year medical student to the form, function, and dysfunction of the nervous system. This information is presented in the context of the clinical situation, when feasible, and with an emphasis on the major disease processes a general physician is likely to encounter. Faculty participation primarily involves members from the Departments of Cell Biology and Anatomy, Neurology, Neurosurgery, and Physiology. The material is presented in four blocks. The first block covers the anatomy and blood supply of the cerebral hemispheres. During this block, the student is also instructed, in a small group setting, in how to do a neurological examination. In addition, there are patient presentations and lectures dealing with stroke and Alzheimer's Disease. The second block covers the systems located within the cerebrum, i.e. visual, limbic, learning and memory, and the role of the diencephalon in processing information. It also covers basic features of axonal and synaptic transmission, cell signaling, and diseases of molecules and neurotransmitters. In the third block, cortical motor function and the role of the basal ganglia and the cerebellum in motor function are covered as are the diseases associated with these structures. In addition, brain stem pathways and central systems are introduced as are their neurological deficits. The last block covers the auditory and somatosensory systems, sensory receptors, local circuits, spinal cord, pain management, and peripheral nerve and muscle disorders. The course material is presented in lectures combined with laboratory exercises utilizing human brain material, MRI films, and computer driven programs. Computer and video demonstrations as well as patient presentations are used extensively.
* Medical Biochemistry : This course provides the foundation for the study of normal and diseased states at the molecular level. The following topics are included in the course of study: macromolecular structure and function; enzymology and enzyme kinetics; intermediary metabolism of carbohydrates, lipids, and amino acids; the metabolic basis of disease; nutrition, vitamins, and obesity; endocrine biochemistry; and, molecular biology, which includes DNA, RNA, and protein synthesis, molecular diagnostics, and the molecular basis of cancer. Particular emphasis is placed upon the medical relevance of biochemical concepts, and the biochemical defects that result in human disease. Modern, up-to-date developments are used to build upon classical concepts and data to provide the student with a background that will enable them to be excellent physicians who are well-equipped to effectively diagnose and treat patients. The course consists of lectures and review sessions.
* Human Physiology : The course consists of lectures, correlated laboratory experiments, and demonstrations. Principles of cellular and organ function and regulation of the various systems are studied. Clinical correlation lectures point out the derangements of normal function that may lead to disease. The importance of quantitative measurements of biological functions in physiology and medicine is emphasized. Major topics in the course include muscle action, bioelectric phenomena, peripheral somatic and autonomic nervous systems and reflexes, heart and circulation, respiration, kidney function, water and electrolyte balance, gastrointestinal function, endocrine function, metabolism, temperature regulation, etc. Laboratory experiments emphasize precision in observation, analysis, and interpretation of data. The topics studied in the laboratory and presented in demonstrations are correlated with lectures and conferences.
* Microbiology, Immunology and Parasitology : Four hours of lecture and four hours of laboratory per week is included in this comprehensive course covering the basic principles of immunology, bacteriology, mycology, virology, and parasitology. The application of these principles to the diagnosis, prevention, control and treatment of immunologic and infectious diseases is stressed. Conferences, including patient oriented, problem solving sessions, and clinical correlations are used to illustrate and emphasize medical aspects of the subject matter. Presentations by adjunct clinical faculty are offered to reinforce course topics.
* General and Systemic Pathology : This course is an introduction to the study of disease, its causes, its mechanisms, and its effects upon the body. The first part of the course is concentrates on the general reactions of tissues to different types of injury. In the second part, each organ system is considered with respect to the important diseases, which affect it. Each disease is related to clinical signs and symptoms, which will be encountered in patients. The subject material is taught by lectures, laboratory sessions, and selected case studies, using fixed tissue, microscopic slides, virtual slides, video clips, and selected web-based, independent learning modules.
* Clinical Pathology : This course includes lectures, demonstration, small group instruction and laboratory exercises. The course is designed to introduce students to appropriate use of clinical laboratories for screening, diagnosis, and prognosis, as well as to increase the student's understanding of disease. Proper use of diagnostic procedures is based, in part, on knowledge of the patho-physiology of disease and, in part, on knowledge of the limitations imposed by methodology and instrumentation. The laboratory sessions are intended to permit the student to become proficient in the performance of a few selected procedures most likely to be of value to the student in subsequent practice and to assist the student in understanding technical limitations of laboratory tests.
* Medical Pharmacology : This course is designed to present the student with a broad overview of pharmacology with an emphasis on its application to the practice of medicine. The objective of the course is to provide the student with a basis for understanding drug actions, desired as well as undesired, so that they will be prepared to use therapeutic agents in a rational manner throughout the span of their practice. Although the importance of basic concepts and principles are recognized, straight facts and their applications must also be learned and an ability to integrate information concerning one class of drugs with another must be demonstrated. The course begins with a treatment of general pharmacologic principles that apply to all drugs. This is followed by lectures on specific drug classes and the application of specific agents for the prevention and treatment of disease states. Throughout the course general topics relating to all drug classes are revisited by considering such issues as the influences of disease states, age and other factors on drug disposition and action. The philosophy of the department is that drug development changes rapidly while basic principles evolve and change more slowly, and that by understanding the latter, the student will be able to keep up with the former. Not only does the number of new drugs introduced into medicine continue to expand, but use of older agents endures. In order to live with this expanding number of drugs, we focus on teaching on prototypical drugs, pointing out how other agents vary from the most important agents of their class.
* Introduction to Clinical Medicine : In conjunction with the Science and Practice of Medicine course, students are trained in history taking and physical diagnosis. Groups of 2 students are assigned to an instructor (faculty or resident) and taken on hospital rounds. They are taught proper technique for physical examination and are assigned specific patients for history taking and/or physical exams. These are written up (with problem list and differential diagnosis) and critiqued by the preceptor. The sophomore course builds on a component of the course in the freshman year (40 hours) in which students work with a primary care physician for an entire week.
* Dermatology : Dermatology is coordinated with Introduction to Clinical Medicine in a thirteen week block in the second year. Clinical features, pathogenesis, diagnosis, differential diagnosis, therapy, and prognosis of various dermatologic disorders are covered.
* Psychiatry : This second semester course focuses on the diagnosis and treatment of patients with psychiatric conditions within the broader context of primary care medicine. Developed in conjunction with the Department of Pharmacology, the course emphasizes the connection between the acquisition of basic clinical science information and its application in direct patient care. The Diagnostic and Statistical Manual published by the American Psychiatric Association serves as a basis for introducing the preclinical student to the classification of psychiatric disorders and the multi-axial approach to the assessment of the patient. Pharmacological interventions focus on an understanding of the neurobiological underpinnings of psychiatric conditions. A multimedia approach to this complex area offers the student multiple opportunities for mastering this challenging material.
Each student is required to take Step 1 of the United States Medical Licensing (USMLE) Examination after satisfactory completion of the second year of medical school. A passing grade is required. Should a student not pass Step 1 of the USMLE examination, the student may be immediately withdrawn from the clerkship in which the student is currently enrolled so that the student can devote his or her full effort to studying for the reexamination. Further progress in the third year is prohibited until a passing grade is achieved. Such a student will be referred to the combined First and Second Year Student Promotions Committee for disposition. Failure of the Step 1, USMLE may constitute grounds for dismissal from school. Under no circumstances may a student sit more than three times for Step 1 of the USMLE to fulfill this requirement.
Students entering the fourth year of study are required to take Step 2 of the USMLE examination and achieve a passing score, prior to their graduation.
Year three consists of eight and a half days of ophthalmology and radiology and four consecutive 12-week blocks: medicine; general surgery (8 weeks), otorhinolaryngology (2 weeks) and urology (2 weeks); pediatrics (8 weeks) and Family Medicine (4 weeks); and obstetrics and gynecology (6 weeks) and psychiatry (6 weeks).
The final year consists of 32 weeks divided into eight four week blocks. Blocks in ambulatory care, general medicine, neural sciences, special topics, and an acting internship are required of all students. The special-topics block includes nutrition, geriatrics, drug and alcohol abuse, office management and financial planning.
* Ophthalmology and Systemic Diseases : The main objective of this intensive one and one half week course is to acquaint students with the diagnosis and treatment of the more common eye diseases and the ocular manifestations of systemic diseases. This course is targeted for the generalist, not the specialist, and will emphasize ocular examination techniques with instrumentation, available to the primary care physician. Lectures will be given in ocular anatomy, physiology, diagnostic techniques, and ocular pathology (especially in its relation to systemic diseases). Workshops will allow students first hand contact with ocular examination techniques, especially ophthalmoscopy. Students will also utilize some of the more sophisticated techniques of ophthalmologic examination; however, the emphasis will be on examination techniques available to the physician in practice. A course requirement is that each student complete one ocular fundus drawing. A formal written examination at the end of the teaching period will assist the Department in student evaluation.
* Radiology : The junior radiology course is a very brief introductory course required for all rising third-year medical students. It consists of a series of paired, half-hour long didactic lectures given over the course of approximately eight days between the end of the second-year basic science courses and start of the third-year clinical rotations. The lectures are given by numerous members of the radiology faculty, representing all major imaging and interventional subspecialties, and provide a brief but comprehensive, subspecialty-oriented introduction to diagnostic and interventional radiology. There is also one two-to-three hour small group interactive case conference which is facilitated by a member of the radiology faculty. The course concludes with a final examination which includes written multiple-choice questions as well as a practical, image-interpretation component.
* Clinical Surgery : Students rotate through a twelve week block, which consists of four weeks on general surgery, four weeks on surgical specialties, two weeks on genito-urinary, and two weeks on Ear, Nose & Throat. During the surgical specialty block, the student will spend two weeks on each of two services - (selected from Plastic, Vascular, Pediatric, Orthopaedic or Cardio-Thoracic) surgery. The core lecture series will cover all of the above specialties. On the General Surgical rotation, students will spend four weeks at the Medical Center of Louisiana or at the adjacent Veterans Administration Hospital. Ward rounds supervised by the teaching staff are held on each service. Visiting staff rounds are held at least twice weekly. In addition once weekly students are assigned with their surgical team to the surgical outpatient dispensary where they are supervised by the teaching staff in the management of ambulatory surgical patients. Pre- and post-operative care and diagnosis are stressed. Experience in minor surgery also is provided at this time. During the block, students also have supervised experience with work on the wards, in the operating rooms, and in the emergency room, where they are instructed in the managements of minor and major surgical emergencies. Weekly throughout the course, the weekly class attends a conference conducted by the full time staff in which clinical clerks on ward services present selected patients for discussion of diagnosis and management. Other weekly conferences in which students participate are cardio-thoracic, peripheral-vascular, tumor and basic science discussions.
* Clinical Pediatrics : A clinical clerkship of eight weeks is served on the general pediatric, newborn wards and ambulatory clinics of the Children's Hospital of New Orleans or the University Hospital of the Medical Center of Louisiana, New Orleans. A few students also have the option of serving the entire eight week clerkship on the pediatric services of University Medical Center, Lafayette, or Earl K. Long Memorial Hospital, Baton Rouge. Students are assigned patients on admission by rotation, and are responsible for taking histories, examining patients, performing necessary laboratory procedures, and assisting in the work up of patients under staff supervision. Utilization of each patient as a learning experience in total child care is approached through completion of a pediatric work up involving assessment of the child's mental and physical growth and development, nutrition, and socio-economic factors bearing upon the child's health, and role in society. Teaching rounds and conferences are held daily, but the student is expected to exercise initiative in learning about his/her own patients as well as other patients on the team. Students present cases to the pediatrics faculty and other members of their block. Significance and techniques of health/maintenance are emphasized through participation in well child clinics. Students spend time in local pediatricians' offices in order to get a balanced appreciation of the practice of pediatrics.
* Obstetrics and Gynecology : A block of six weeks is devoted to principles of Obstetrics and Gynecology. Core material is presented in thirty-four didactic hours. Supplemental self-instructional materials and audiovisual aids are available to students. The block is divided into three weeks of Obstetrics and three weeks of Gynecology. On Obstetrics the students are assigned rotations on the delivery suite and on postpartum wards and Obstetrical clinics. Weekly Gynecologic presurgical seminars are held on Wednesday mornings. Staff, Residents and students attend weekly problem-case seminars and major conferences at noon on Monday, Wednesday and Friday. A weekly conference on Monday afternoon covers interesting cases and didactics. During the Gynecology portion of the block the student attends Gynecology Clinics, Ward Gynecology cases and surgical procedures. The student also observes the intra operative and postoperative management of cases. Staff teaching rounds are made three times weekly, while resident rounds are made daily.
* Family Medicine : This course provides students an experience in the delivery of health care in an ambulatory setting. It may take place in a Family Medicine residency or in a selected private practice. During the four weeks, the student has the opportunity, under supervision, to provide primary care to patients ranging in age from infants to the elderly in a comprehensive-care setting. These experiences emphasize the importance of continuity of care and follow-up, prevention, and patient education. The electives listed below that focus on ambulatory care may also be used to satisfy the school requirement, with approval of the course director.
* Clinical Psychiatry : A six-week clinical clerkship provides students with an intensive experience in the evaluation and treatment of psychiatric patients. The clerkship includes both inpatient and outpatient experiences. The inpatient portion of the clerkship occurs at the Medical Center of Louisiana at New Orleans and the Ochsner Clinic Foundation Hospital. Students participate in the clinical management of patients in general, co-occurring diagnosis, and geriatric services. Students experience numerous aspects of psychiatric practice, including emergency care and consult-liaison psychiatry. Students also participate in outpatient psychiatric treatment at sites throughout the New Orleans area, including public and private clinics. Throughout the clerkship, faculty, residents, and other mental health professionals supervise students as they learn to recognize psychiatric illnesses in their varied forms and manage patients using multiple treatment modalities.
During the clerkship, emphasis is placed on approaching the patient using the biopsychosocial mode. Students demonstrate their understanding of this model by performing complete psychiatric and physical evaluations, including comprehensive mental status examinations. Students also perform basic case management services, in order to appreciate the larger system of care in which individual patients are placed. Complementing this clinical instruction are lectures and group discussions in psychopharmacology and psychotherapy, as well as weekly case conferences and departmental Grand Rounds
* Clinical Otorhinolaryngology : This course is included in a twelve week block along with urology and general surgery, during which each specialty discipline is taught in two week rotations. Ten hours of core lectures on otology, audiology, vestibular disorders, laryngology, head and neck surgery, rhinology, facial cosmetic surgery, ear nose and throat emergencies and ear nose and throat office procedures is presented. Service in the outpatient clinics, with practical instruction in diagnosis and management of patients with conditions of the ear, nose, sinuses, larynx, pharynx, oral cavity, and head and neck malignancy is included. The course consists of outpatient and inpatient care including grand rounds, senior staff student conferences, and seminars in communication disorders. The Department also offers electives for fourth year students in the areas of clinical otorhinolaryngology.
* Urology : This course is designed to introduce students to the more common disorders of the genito-urinary tract. The teaching program consists of clinic work, ward rounds and new patient workup during 14 day periods for students who are assigned totally to the Department. In addition, lectures, X-ray conferences, observation and assistance in the cystoscopic suite and in the operating room, along with pertinent reading material, comprise the basic exposure to urology.
* Principles and Practice of Family Medicine : This required clerkship provides third-year students with an introduction to the principles of Family Medicine as practiced in a community-based ambulatory setting or in a residency program. The student is assigned to a clinical faculty member (also known as a preceptor) within the state and may live in that community. He or she spends most of the four weeks working directly in office-based patient care under the supervision of the preceptor. During this rotation, the student has the opportunity to see patients of all ages as they present with any of the broad range of medical problems seen by family physicians. It will be significantly different from most other clinical rotations that are part of the junior year in medical school. For one thing it is primarily in the outpatient setting, rather than hospital-based; therefore, the type of medical problems that students will see and the dynamics of health-care delivery will be different. The patients who present will come with common problems, chronic problems, and undifferentiated problems. Any and all of these may have easily treated biomedical etiologies, have psychosocial dimensions, or be the first symptom of serious illness. Students will see patients that the doctor has known for years or ones coming in for the first time. They will see the doctor caring for whole families—sometimes over several generations. In addition, students will be able to appreciate the interactions of a family physician with other specialists, support staff, ancillary health-care providers, and a variety of community resources. Because the practice of Family Medicine differs from that of hospital-based, tertiary care, this clerkship has something unique to offer regardless of career choice. Students will be afforded an in-depth view of ambulatory care and the manner in which family physicians practice.
Teaching activities include faculty-conducted presentations and clinical encounters including a musculoskeletal workshop, supplemented by recommended readings. Evaluation is based on the demonstration of clinical skills as observed by clinical teachers, successful completion of a class project, and satisfactory performance on the Subject Examination in Family Medicine of the National Board of Medical Examiners. Students may choose the site of their clerkship from a number of options that include urban, suburban, and rural communities across the state. Practices in under-served areas, both rural and urban, are included as possible sites.
* Neurology : A four week coordinated course of lectures, demonstrations, and clinical clerkship given by the combined staffs of the Department of Neurology and the Department of Neurosurgery during the Neurosciences Block. Emphasis is placed on performing and interpreting the neurological examination, and diagnosis and treatment of patients with neurologic disorders. Students rotate through Child Neurology, Faculty Clinic and Epilepsy Clinic. The Clinical Neuroscience Course includes lectures, conferences, patient presentations as well as in-patient and ambulatory patient contact experience.
* Neurosurgery : The Department of Neurosurgery is responsible for the care of patients with surgical illnesses of the brain, spinal cord and peripheral nerves, on the clinical services. Senior students who are on the Neuroscience block rotate through the neurosurgery service for a four week period. Services in Neurosurgery are maintained at the Medical Center of Louisiana, including Charity and University Hospital New Orleans, Ochsner Medical Institutions and Children's Hospital. All Seniors in that block receive a series of neurosurgical lectures and attend neurosurgery conferences. Electives in neurosurgery are also available in the fourth year. The Department is also responsible for a portion of the first year neurosciences course.
* Elective Acting Internship : Students may elect to spend a four-week block in the Family Practice offices at Kenner Regional Medical Center or University Medical Center in Lafayette. The goal of this rotation is for senior students to function as first-year house officers, developing clinical judgment skills by being placed in situations where they are directly responsible for patient care. This is done under the close supervision and direction of senior Family Practice house officers and faculty. Within the confines of this supervision, the student is encouraged to take on as much responsibility as possible, including taking primary on-call duties once a week. The acting intern is required to attend outpatient clinics and department conferences with the patient-care team.
Other electives are available for fourth-year students wishing to deepen their understanding of the specialty
• Advanced Family Medicine Preceptorship (Urban or Rural). The purpose of this course is to provide students with an opportunity to enhance their clinical skills in the ambulatory setting and to practice the delivery of health care in the office of community family physicians. A variety of practices and community sites are available to students—rural and urban.
• Community Health. The purpose of this course is to provide students with the knowledge and skills necessary to conduct a community health study in a defined population.
• Complementary and Integrative Medicine. This course is designed to give students the opportunity to experience different healing modalities and to understand how they could be applied to common patient encounters.
• Geriatric Family Medicine Rotation. The goal of this four-week course is to expose fourth-year medical students to the basic principles of Geriatric Medicine and Gerontology.
• Sports Medicine in Family Practice. The purpose of this course is to provide students with an opportunity to develop competence in assessing and managing common sports injuries with an emphasis on safe return to competition. In addition, the course allows the student to understand the principles of prevention that reduce the risk of injury for athletes of all ages.
• Special Interest. The purpose of this course is to provide students with the opportunity to pursue special topics in Family Medicine. The following elective content is available for such study: Occupational Medicine, Public Health, Student Health Services, and International Medicine.
* Obstetrics and Gynecology Acting Internship : The Ob-Gyn acting internship is geared to primary, preventive and acute health care for women relating to Obstetrics and Gynecology. Students will participate in patient care on the Obstetric and Gynecologic wards; participate in surgery and in clinics. Daily hospital rounds and teaching rounds are included in the rotation. The student will be actively involved in patient diagnosis and management.
Acting Internship (required AI): This course is offered to provide a period of transition from status of student to clinician, to provide the student with a realistic picture of the specialty, and to provide a greater degree of faculty exposure for those who wish to pursue a career in OB-GYN. Six positions are available. Four positions are in New Orleans, one in Lafayette and one in Baton Rouge. As an acting intern, the student will attend general and sub-specialty clinics, make daily hospital rounds with residents and faculty, take call with upper level residents managing OB and GYN emergencies, act as a surgical assistant, and assist and teach 3rd year medical students as members of the medical team.
Formal lectures and conferences are held on Monday and Friday morning.
Acting Internship (elective AI): Activities are listed above. Two positions are available one in New Orleans and one in Baton Rouge.
* Ambulatory Care Selective Elective : The goal of this elective is to familiarize the student with the ambulatory care of patients requiring the skills and expertise of specialists in internal medicine. Students will learn diagnostic and therapeutic regimens appropriate for patients seen and evaluated in a short clinical encounter. Strategies in management of clinical problems, including use of the history and physical examination, interpretation and cost effectiveness of necessary laboratory tests, performance of diagnostic procedures and prescribing of medication, diet and activity levels will be emphasized.
* Internal Medicine Clerkship : Instruction during this twelve week bock is centered on development of knowledge, skills and professional attitudes required for the practice of internal medicine, both in the hospital and the outpatient clinic. Students are assigned patients in rotation, and are required to perform histories and physical examinations, interpret laboratory data and X-rays, and develop differential diagnoses and treatment plans based on clinical data and directed reading, Daily rounds, small group resident and faculty teaching sessions, and student case presentations stress the team approach to patient care. Educational emphasis includes outpatient medicine, and the student spends four weeks in the ambulatory clinics. Departmental conferences such as Morning Report, Grand Rounds and Case Management Conference, as well as student-oriented Clinical Core Conferences, EKG Conferences, Chest Conferences, and Professor Rounds emphasize essential concepts in medicine.
* Clinical Medicine : Students are assigned to the Department of Medicine for four weeks each during the fourth year. They are offered a variety of locations at which to complete this required block, including the Medical Center of Louisiana-New Orleans, Earl K. Long Hospital in Baton Rouge, and University Medical Center in Lafayette. The students attend clinics and conferences at the assigned location. Emphasis is placed on further developing basic knowledge, skills and attitudes first learned during the third year clerkship. Fourth year students are expected to play a more active role in patient care in order to improve their clinical judgment and procedural skills.
* Required Acting Intern : Students may elect to spend a four week block on the Internal Medicine services at Medical Center of Louisiana-New Orleans, Earl K. Long Hospital in Baton Rouge, Touro Infirmary, Lindy Boggs Hospital, or University Medical Center in Lafayette. The goal of this rotation is for senior students to function as first year house officers, developing clinical judgment skills by being placed in situations where they are directly responsible for patient care. This clerkship is performed under the close supervision and direction of Medicine house officers and faculty. Within the confines of this supervision, the student is encouraged to take on as much responsibility as possible, and is required to attend outpatient clinics and department conferences with the patient care team.
* Clinical Pediatrics Senior Programs : The Senior programs in ambulatory pediatrics are designed to provide opportunities for each student to augment or reinforce knowledge and skills learned in the pediatric core curriculum, as they apply to child health problems encountered in an outpatient setting. To facilitate accomplishment of this overall goal, the following basic program options are made available within a four week block of time. 415a: Ambulatory Pediatrics Medical Center of Louisiana, New Orleans: Students are assigned to general and sub-specialty pediatric clinics and the pediatric emergency room/walk in clinic. 416a: Pediatric Emergency Room/Walk in Clinic Medical Center of Louisiana, New Orleans: Students are assigned to evening (4 p.m.-12 p.m.) or day shifts in the Pediatric Emergency Room and see patients under the direct supervision of the medical staff. 415p: Ambulatory Pediatrics Private Office: The student works with a pediatrician on the clinical faculty in a private pediatric practice. Participation in the care of patients in the hospital (rounds), office, and emergency room is expected. 415e: Ambulatory Pediatrics Children's Hospital, New Orleans: The student will be assigned to general and sub-specialty clinics in the out-patient department of Children's Hospital. 415i: Ambulatory Pediatrics Earl K. Long Memorial Hospital, Baton Rouge: Major assignments are to local health department sponsored well child and mental health clinics, to LSU, Baton Rouge special education facilities, and to pediatricians in private practice. For all programs, evaluation of students will be based primarily on staff assessment of the student's abilities and attitudes in the student's day to day work with patients.
* Clinical Pediatrics 4 : The student functions as an intern in the evaluation, diagnosis, and treatment of acutely and chronically ill hospitalized children and adolescents under the direct supervision of house officers and faculty. The student will be on call in the hospital every fourth night to receive admissions. Evaluation will be based on day-to-day observation by faculty and house officers while the student is performing assigned duties. The experience is offered at University Hospital (419a) and at Children's Hospital (419e).
* Clinical Surgery : The fourth year course in clinical surgery has been structured to provide the student with an in-depth clinical experience to general surgery and the surgery subspecialties. Students will be assigned to one of three areas: 1) surgical preceptorships, 2) general surgery and specialty internships at the Medical Center of Louisiana, New Orleans, 3) internships in general surgery at Earl K. Long Memorial Hospital, Baton Rouge, and the University Medical Center, Lafayette. These students will be assigned to a specific preceptor for the entire four week block. These students assigned to an internship position at Medical Center of Louisiana, New Orleans or one of the other state hospitals will be the only Senior students assigned to the service and will function with the house staff as a member of the surgical team. The course will be structured to give each student the maximum responsibility possible, and to simulate as much as possible the experience obtained in a house staff training position.
Tulane University (School of Medicine)
FIRST YEAR The basic science courses in the first year focus on normal structure and function, while incorporating clinical material to emphasize t...
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The other day, while taking my daughter to day camp, I was playing P.J. Harvey's To Bring You My Love on the car stereo. Released in 1995 during my last year in high school, this album is one that I consistently return to, perhaps my favourite of Harvey's discography, and unlike so many other albums of that period of my life I feel that it never dates. The ominous riff of the opening and title track, the heretic lyrics that spill across every song, the sinister anger that underlies the album, the story songs about murder and isolation… It's hard to imagine anyone who cares about music would not like Harvey after hearing this series of tracks.
P.J. Harvey holds a special place in my heart. In grades eleven and twelve I spent a lot of time hanging out at a friend's apartment (an emancipated minor whose home sadly became a juvie drug-dealing den) listening to Rid of Me over and over while smoking pot and watching Cronenberg films. To Bring You My Love was part of the constant soundtrack of grade 13 (which used to exist in Ontario) and my first year in university. Is This Desire was released in my second year in university and was instrumental in impressing the woman who would eventually become my wife. The story goes like this… I had just bought Is This Desire and dubbed it unto a cassette I could play in my parent's van. After a late night at a hipster coffee shop I drove a woman I barely knew home. She asked me if I was playing the new P.J. Harvey on the van stereo and, without realizing that Harvey was her favourite musician, I turned it up. Years later we would end up dating but she still remembers this event as the moment that she was attracted to me. Yeah, that's right, P.J. Harvey was instrumental in determining the course of my life.
But still, after so many albums that have all been brilliant, it is to To Bring You My Love that I keep returning. For those who haven't listened to it yet the best way to describe its assembled songs and ethos is to think of it as a soundtrack to the works of Flannery O'Connor. And if you are unfamiliar with O'Connor then think of the following: a bunch of sinister songs that are about serial killers, mothers murdering their children, vulnerable women who have been demonized, abandoned, or taken advantage of by itinerant preachers. Come on, Billy: meet the monster.
This album is so essential to my development as a music lover that I am always shocked when someone who claims to care about music is unfamiliar with its existence. It's a little like discovering a lover of "classical" music is unfamiliar with Beethoven.
To Bring You My Love is the album that first demonstrated Harvey's breadth as a musician. Before 1995 her albums were paradigm examples of angry post-punk – brilliant examples but only several steps sideways from a garage band. Even then she was influential: Kurt Cobain cited Dry and Rid of Me as influences to the direction Nirvana was taking post-Nevermind. (And recently, probably because of this, Harvey was asked to front Nirvana, filling in for Cobain, for a reunion tour. She declined.) Before To Bring You My Love her work was already influential, and if she had ended her career as only a visceral post-punk musician, or even continued in the same vein, she would still be important. But To Bring You My Love was a transitionary album: the three piece garage band was discarded, Harvey began to incorporate different instruments into the arrangements of songs representing different genres. The distance between Long Snake Moan and Down By The Water is massive in terms of musical genre, but this gap is bridged by the overall theme of the album: an O'Connor southern gothic theme.
Since this album Harvey has produced albums that are not only thematically unified but have been designed to stretch her boundaries as a musician. White Chalk, for example, structured every song around a broken-down upright piano. Let England Shake was not only structured around Harvey's desire to learn the autoharp but was thematically unified around the working class history of World War One. And, in my opinion, it was To Bring You My Love that signified this transition to a musician that transcended genre categories, an album that left the childhood of post-punk garage anger to embrace a musician adulthood that would be consistently surprising.
Although To Bring You My Love is not Harvey's greatest album, my love for it is driven by both my nostalgia and my belief that it is her most emblematic: it signalled her decision to become a serious musician more interested in composition than being confined within a particular genre. I remember, for example, being disappointed by her Stories From The City Stories From the Sea because I felt it did not live up to the strength of her previous Is This Desire (the title track of which, I should mention, was the "slow dance" selection for my wedding). And yet, in retrospect, I have come to appreciate the choices she made on that album, her unwillingness to abide by what was expected: the song This Mess We're In is sung primarily by Thom Yorke, demonstrating that she was more concerned with making a song than performing it – her skill as a composer necessitated, in this one song, her desire to have another voice other than her own take on the lion's share of the performance.
Hence, To Bring You My Love represented Harvey's shift into the category of song composer over and above song performer. Similar patterns can be observed amongst her male contemporaries, such as Nick Cave who she briefly dated. But while Cave continues to receive multiple accolades for his skills in composition and production, Harvey still dances on the margins. And I listen to the emergence of this margin dancing whenever I replay To Bring You My Love – from its opening low register guitar riffs to its concluding haunting organ chords.


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Summary of the
Dwyer's Pub Scotch Club
May 20, 2012 Meeting
Meeting # 29: In Attendance-preferred whisky, and preferred whisky/food pairing:
Geoff Boulden(m): Old Pulteney 12yr, Speyburn 10/Jubilees; Bill Boulden(m): Old Pulteney 12, Speyburn 10/Jubilees; Carrie Collins: Speyburn 10yr, Speyburn/Jubilees; Cooter Davis(m)(observer); David Duke(m): Speyburn 10yr, Speyburn 10/Jubilees; Carol Farrar: Old Pulteney 12yr, Old Pulteney/BW Potatoes; Bruce Galley(m): Grant's, Speyburn 10?JubileesMike Ganzcas(m): Speyburn 10yr, Sheep Dip/Mex Meatloaf; Brendan Gilbert(m): Speyburn 10yr, Speyburn/Jubilees; Randy Jamison(m): Old Pulteney 12yr, Speyburn/Jubilees; Paul Manly(m): Sheep Dip, Sheep Dip/Mex Meatloaf; Lillian Parnofiello(m): Old Pulteney 12yr, Speyburn/Jubilees; Bonnie Pierce(m)(observer); Stephanie Pierce(m): Tie-Speyburn 12/Sheep Dip, Sheep Dip/Mex Meatloaf; Keith Sexton(m): Old Pulteney 12yr, Speyburn/Jubilees; Eric Samulski(m): Old Pulteney 12yr, Sheep Dip/Mex Meatloaf; Becky Smith-Davis(m): Old Pulteney 12yr, Old Pulteney/BW Potatoes; Daryl St. Onge(m): Old Pulteney 12yr, Old Pulteney/BW Potatoes; Gerry Z.(m)(observer).
Topic/Theme: Whisky and a dinner pairing set to the film "Saving Grace".
Speyburn 10yr with Queen's Jubilees (a toothpick skewered combo of red grapes, mild peppers, and cheese).
Old Pulteney 12yr with Bacon wrapped potatoes sprinkled with parmesan.
Sheep Dip with Mexican meatloaf.
Grant's blended with oatmeal cookies.
Famous Scotsman: Groundskeeper Willie, presented by Geoff B.
Covered in the news: Independent bottler Adelphi will open Ardnamurchan distillery, which will replace Oban as the western-most distillery on the mainland.
Back to Basics- N/A.
50/50 winner: Lillian P- $46.
Old Business: N/A
New Business:
1. Next meeting is June 10th. James Castellani, owner of Wine and Liquor Outlet in Lockport, will be on hand to lend his wine expertise. The theme will be whiskies finished in wine casks.
Until we meet in June, Slainte!- Keith S.


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Reducing calorie consumption is a proven way to lose weight, but people aren't always disciplined enough to maintain a reduced calorie diet on their own. That accounts for some of the success and popularity of gastric bypass and gastric band surgeries, both of which reduce the quantity of calories absorbed. But since both procedures carry [...]
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Every year around this time, the forces of nature collaborate and conspire to add as many pounds as possible to our bodies before we know what's happened. But we're going to let you in a few products that will let you enjoy yourself this holiday season without nuking the results of all your hard work dieting and working out this past summer and fall.
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Carb blockers are a great weight-loss aid, once you understand what they do, and what they don't do.


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(card created by me, using SC Sketch #079 and Wausau and Bazzill card stocks, unknown sentiment stamp, Purple Onion label frame stamp, MAMBI corner stickers, heat embossing with Ranger Black Sparkle powder)
Well, here is my card for this past week's Pick 3 challenge. It's too late to place (it was due last night by midnite), but I'd started it this weekend so here is the finished card. The scan does not show the sparkly goodness of the frame and the sentiment.
I love to heat emboss stuff, and as I've gotten more practice I've learned a couple of things. First, the Ranger Distress Inks really do work great for heat embossing, as long as you do not need too fine a detailed impression.
And now I also know why Black is always in demand. I used to think, what a waste, since I have plenty of black ink pads in every other type of ink and usually use my Distress inks to accent and do mixed media projects with. Well, having some black distress ink is good for heat embossing. The frame label I stamped, embossed and cut out to put on this card was my third attempt at the embossing. On the first two, I stamped with an embossing ink pad only, relying only on the powder to supply the color. I got uneven coverage as a result. Parts of the frame were more densely black than others which were just a faint color. So, using an ink the same color as the embossing powder alleviated this.
Anyway, the challenge was to use 3 of the same elements of Denise's card.
I chose:
(1) copying her layout design in general, which is almost identical to the Stampers Corner sketch I used,
(2) using corner embellies, and
(3) using a center flourish as she did.
I also stamped my sentiment as she did.
Even though I was a little late, I didn't want to get out of the habit of the card challenge. You who know me know it's not really winning that motivates me, it's creating and crossing the finish line. Of course, winning (recognition) is plenty nice, don't get me wrong. :-)))
Have a great Monday!


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Basic information about the state of Oklahoma
Oklahoma, a state in the South Central region of the United States, is the 20th largest and, with 3,791,508 inhabitants, it is the 28th most populous US state. The name of the state derived from Choctaw language, or, more precisely, from the words "okla" and "humma", meaning "red people". The state's nickname is "The Sooner State". Residents of Oklahoma are called Oklahomans or simply Okies.
Oklahoma is among the newer US states. It entered the Union rather late, in 1907, through the combination of the Oklahoma Territory and Indian Territory. It lies in the so-called Frontier Strip and some of its parts belong to the Great Plains region. Oklahoma borders with Arkansas and Missouri on the east, Kansas on the north, Colorado on the northwest, New Mexico and Texas on the west. The state lies in the Central Time Zone (UTC-6).
Today, Oklahoma is a major producer of oil and natural gas and one of the fastest growing economies in the country. Part of the Bible Belt, it is one of the most conservative states as well, especially in terms of religion and politics.
Read more about the state in our detailed profile of Oklahoma


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Our range of Peckish and Nature's Feast seed mixes are perfect for feeding the birds in your garden.
Suitable for bird feeders, bird tables and feeding the on the ground. Our mixes are high energy and packed with lots of different types of bird seed to attract a wide variety of birds.
No spam, we promise


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vRealize Business for Cloud integrates with various products and lets you use the information directly from the integration without having to manually enter the information.
VMware vSphere
vRealize Business for Cloud allows addition of one or more vCenter Server machines to get the complete inventory list. The inventory list contains information related to virtual machines configuration, ESXi host capacity, cluster capacity, storage policies, storage capacity, attributes and tags.
VMware vCloud Director
vRealize Business for Cloud integration with vCloud Director lets you view the organizational constructs from vCloud Director. vRealize Business for Cloud supports organization, organization virtual datacenter (vDC), virtual machines, and vApp constructs.
VMware vRealize Operations Manager
vRealize Business for Cloud can integrate with vRealize Operations Manager 5.x and 6.x through a vCenter Server. In an integrated environment, vRealize Business for Cloud collects the usable CPU and memory utilization for each clustered or unclustered ESXi host. It also collects information about the oversized virtual machines from vRealize Operations Manager.
When vRealize Business for Cloud is integrated with vRealize Operations Manager 6.x, vRealize Business for Cloud collects additional details about powered off and idle VMs and also details about used and remaining capacity of each data center in the registered vCenter Server. You can also set the expected CPU and memory utilization for the host by using the system defined value, which is computed by using historical averages, or by defining a global value, or by defining a value at each cluster level. This value is used for calculating the virtual machine cost allocation.
VMware vRealize Automation
vRealize Business for Cloud is tightly integrated with vRealize Automation. vRealize Business for Cloud appears as a tab, named as Business Management, in the vRealize Automation user interface. vRealize Business for Cloud uses the common services of vRealize Automation such as Single Sign-On support and identity management by means of an embedded VMware Identity Manager authentication and authorization. The Infrastructure as a Service (IaaS) component of vRealize Automation consumes the base rate APIs of vRealize Business for Cloud to compute blueprint price of virtual machines. vRealize Business for Cloud also has data integration with IaaS component of vRealize Automation. You can define rules and categorize according to vRealize Automation hierarchy.
Amazon Web Services, Microsoft Azure, and vCloud Air
vRealize Business for Cloud can integrate with public cloud platform such as Amazon Web Services (AWS) and Microsoft Azure, which enables your organization to dynamically scale its IT infrastructure. vRealize Business for Cloud provides its users an overview of how their investments are spread across Amazon Web Services (AWS) and Microsoft Azure public cloud.
vRealize Business for Cloud integrates with vCloud Air to provide public services and hybrid capabilities. vRealize Business for Cloud supports Dedicated Cloud, Virtual Private Cloud and Pay As You Go (PAYG) subscription types.
EMC Storage Resource Management
vRealize Business for Cloud can integrate with EMC Storage Resource Management (SRM), which provides information about arrays, disks, and LUNs. These attributes forms the storage infrastructure of an organization and helps to determine the storage cost of virtual machines based on computed data store base rates. vRealize Business for Cloud supports EMC SRM 3.2 and later versions. Only the following EMC array families are supported: VNX, VMAX, ISILON, and VPLEX.


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You have slightly a few options about your new website. Are you active to have it professionally designed? This will be the best pricey remedy. Will you design it yourself? Much cheaper option, but you demand to have whatever method erudition. Or will you use a lawman website? Inexpensive derivative and no exact skills are hunted.
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Welcome to another Subscription Box Review! Check out my previous Subscription box reviews here.
October Paper Pumpkin:
This month's Paper Pumpkin was quite adorable. The main project is a paper "pie"- each box being pieces of the pie. But there is other adorable projects you can make from the set- which they included an inspiration sheet with it. So cute!
I really love the stamp set for this month's box- perfect for Thanksgiving/Holidays time.
Both months I've recieved so far have been "treat" oriented, so I'm interested to see what the next month's project has in store.
Have a great day!


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We are situated on Dartmouth's Coronation Park beside the north embankment, the Anchorstone Café Dartmouth's building has been given a bright new lease of life and complete refit inside and out by Clare, Jasmine and Will. Comfortable outdoor dining furniture now sits on a new natural stone terrace. The building overlooks the town's grassed park which has all-weather flood-lit public tennis courts, a putting green and children's enclosed play area. The Café has Toilet and baby changing facilities.
At Anchorstone Café Dartmouth, Jasmine will have a varied menu every day of the week, opening at 7:00 with a full, eat in English or whole hog Breakfast, or just a bacon sandwich that can be taken away to help set up your day. Takeaway food and drinks are on offer, along with Salcombe Dairy ice cream and Owens coffee from Modbury. At the Anchorstone Café we are well known for providing delicious locally-sourced seafood lunches, including crab, lobster and shellfish; we always offer a non-seafood option and we make our own beef burgers. Homemade cakes, coffees, teas and soft drinks are ready to be enjoyed at any time throughout the day.
At the Anchorstone Café Dartmouth, we are able to take bookings and sell season tickets for use of the Tennis Courts and we also hire out tennis racquets/balls and golf clubs/balls for the Putting Green.
Clare, Jasmine and Will look forward to seeing you at the Anchorstone Café Dartmouth and hope you will enjoy all that it offers.


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Can you afford to buy here? If you like, we can get one of our mortgage experts to tell you exactly how much you can borrow, which is the best mortgage for you or how much they could save you right now if you have an existing mortgage. Click here to get help choosing the best mortgage rate
Across the nation CREW lists data for 5162 neighbourhoods, and this month Teeswater is number 4035 putting it behind most of Canada .
Teeswater, Ontario has a median house price of $144,900 when compiling all the home listings in Aug .
Teeswater's most common listing this month is 3 bedroom properties, less than province's most common offering of 3 bedrooms.
According to our stats, Teeswater is the neighbourhood that has the 421th most properties available to real estate investors in Ontario.
Ontario has hundreds of possible neighbourhoods for you to invest in and there is lots of data to sift through to help you narrow your search down.
One of the important leading indicators for property investors is whether the amount of stock on the market is increasing or decreasing – as more comes on buyers have more choice so prices can tend to drop. In Teeswater, the amount of stock on the market is about the same which is neither good nor bad indicator for house prices. Three months ago there were 15, this month we show 15.
Is Teeswater a good investment prospect? It's never a perfect science, but the data we have given us a number of indicators.
If you are looking at investment properties in Teeswater, then there are about the same homes for sale than there were three months ago. This would indicate that house prices will be influencing it towards being a steadily priced.
Just fill in a few details, and we'll arrange for a Mortgage adviser to help you find the best mortgage for your needs


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Gwendolyn A. Allen, 95
Osterville - Gwendolyn A. (Monk) Allen, of Osterville, died peacefully on July 8, 2007, at her home, at the age 95.
She was the beloved wife of Leonard D. Allen, who died in 2003.
A resident of Needham for several years before moving to Osterville, she was a devoted wife, mother, grandmother and great-grandmother. She touched many lives and will be greatly missed by those who knew her.
She had a wonderful sense of humor and her greatest joys were her family, her volunteer work at the Cape Cod Hospital, gardening, her days at the beach, her love of animals, traveling the world with her husband and her faithful cat, Ginger. She loved her visits with Dan Hawkins and was grateful for all that he did.
An avid Red Sox fan, she watched every game and was thrilled to see them win the World Series.
The family wishes to express their gratitude to Hospice, Elder Services and the wonderful caregivers who went above and beyond in caring for their parents.
Mrs. Allen is survived by two sons, Robert Allen of Barrington, R.I., and Roger Allen of Delray Beach, Fla.; a daughter, Laurie Hart of Centerville; eight grandchildren and nine great-grandchildren.
A celebration of her life was held at the United Methodist Church in Osterville.
Memorial donations i may be made to the Hospice & Palliative Care of Cape Cod, Elder Services, or the MSPCA.
Mary Otis Bradley, 90,
Palm Beach Gardens, Fla. - Mary Otis Bradley, 90, died Jan. 4, 2007, in Palm Beach Gardens.
Born in New Bedford, she was a graduate of Barnstable High School, class of 1934, and editor of the first yearbook, The Barnacle.
She was married to A.L. Bradley for more than 50 years, residing on Cape Cod and in Florida.
Mrs. Bradley is survived by her daughters, Louise Fraungruber of Florida and Margaret Felton of New Hampshire; four grandchildren; and a brother, Thomas Otis.
George A. Davis, 88
Bellingham - George A. Davis, 88, formerly of Centerville, died July 9, 2007, at Sunbridge Nursing Facility in Milford.
He was the husband of Elizabeth ''Betty" (Eichel), who died in 2002.
Born in Boston, Mr. Davis served in the National Guard in the late 1930s. He worked in sales of cabinetry, and in kitchen design.
He was a member of St. Peter's Episcopal Church and sang in the choir.
Mr. Davis was very artistic and enjoyed gardening and woodcarving.
Surviving are his son, George A. Davis Jr. of Freetown; and a daughter, Sharon E. Hagspiel of Bellingham; three grandchildren; three great-grandchildren; and a brother, Robert Davis of Plymouth.
Funeral services will held in St. Peter's Episcopal Church in Osterville. Burial was in Mosswood Cemetery in Cotuit.
Stanley J. Drzwecki, 89
Centerville - Stanley J. Drzwecki, 89, died unexpectedly at Cape Cod Hospital in Hyannis on July 6, 2007.
He was the husband of Sheila (Always) Drzwecki for 66 years.
He retired to Cape Cod from Thomaston, Conn., where he was a public school maintenance supervisor. He was well known around town until his retirement in 1982.
He will always be remembered for his outgoing manner and his love of fishing and gardening.
In addition to his wife, Mr. Drzwecki is survived by two sons, Dennis Drzwecki and his wife Marilyn of Wolcott, Conn., and Dale Drzwecki and his wife Carolyn of Middlebury, Conn.; and a daughter, Nola Connolly and her husband John of Centerville. He is also survived by six grandchildren and five great-grandchildren that he took great joy in.
Memorial donations may be made i to the American Heart Association, 20 Speen St., Framingham, MA 01701.
Janet R. Glover, 69
New Smyrna Beach, Fla. - Janet R. Glover, age 69, of New Smyrna Beach the past 10 years, and formerly of Osterville and Aurora, Ill., passed away peacefully at home with her family by her side on June 30, 2007.
Born in Brockton and raised in Hyannis, she was a graduate of Barnstable High School in 1956.
She showed much care for her family, who all know her to be generous, loving and supportive.
She is survived by her husband, Jackie G. Glover of New Smyrna Beach; six children: two sons and four daughters, Jack Glover Jr. of Vernon Hills, Ill., Judith Lyons of Bellevue, Wash., Cathy Koziel of Peoria, Ill., Jane Spoden and Melinda Glover of Aurora, Ill., and Michael Glover of Villa Rica, Ga.; as well as her brother, David Rudden of Mashpee. Her most treasured gifts were her nine grandchildren.
Family and friends are invited to a memorial service scheduled for July 21 at 9:30 a.m. at Sacred Heart Church, located at 1002 N. Dixie Highway, New Smyrna Beach, FL 32168, with a luncheon to follow.
Burial will be at the Massachusetts National Cemetery in Bourne at a later date.
Memorial donations be made to American Cancer Society and/or the American Diabetes Association.
Ann Janney, 84
Hyannis - Ann Janney, 84, died on July 8, 2007, at Essex Pavilion.
Born in Prescott, Ariz., she received her bachelor of science degree in nursing from D'Youville College in Buffalo, N.Y., and her masters in nursing education from McGill University in Montreal.
She was an employee of the public health department in Buffalo for many years and was an instructor in nursing at D'Youville College; and Mary Fletcher School of Nursing and Jeanne Mance School of Nursing, both in Burlington, Vt.
She moved to Hyannis in 1982, and was a registered nurse for a short time at the Lewis Bay Nursing Home.
A member of St. Francis Xavier Parish, she enjoyed doing gardens and altar flowers. She was a volunteer at the Eldridge House in Hyannis and the Cape Cod Museum of Natural History and Hospice. She traveled extensively with her husband.
A Funeral Mass was celebrated in St. Francis Xavier Church in Hyannis. Burial was in St. Francis Xavier Cemetery in Centerville.
Memorials in her name may be made to the St. Francis Xavier Church, 21 Cross St., Hyannis, MA 02601 or Miramar Retreat Center PO Box M, Duxbury, MA 02331.
Rheta 'Sis' Kahalas
Centerville - Rheta (Solomon) ''Sis" Kahalas of Centerville and Clearwater, Fla., entered into rest July 11, 2007.
She was the wife of Henry Kahalas; the mother of Susan Toth of San Jose, Calif., Beth Kaufman of Marlborough, and the late Steven Kahalas; the sister of the late Eliot, Paul, and Ralph Solomon; and had four grandchildren as well as many nieces and nephews.
Services were held at Stanetsky Memorial Chapel in Canton.
Memorial donations may be made to a charity of one's choice.
Richard D. Northrop, 86
Osterville - Richard D. Northrop, 86, of Osterville, died July 5, 2007, at Harborside Healthcare in Mashpee after a lengthy illness.
He was the husband of Alice Northrop for 57 years.
A lifelong New Englander, he was born in Norwood and attended Moses Brown School in Providence, R.I. As a boy, he spent summers with his family on Block Island, R.I.; in later years, he devoted countless hours to the family genealogy, meticulously ascertaining connections to Mayflower passengers and the founders of Block Island.
He was a 1943 graduate of Wesleyan University, and he served in the Army Air Corps during World War II.
He owned R.D. Northrop Advertising Agency in Boston and was a member of the Boston Advertising Club.
In Needham, where he and his wife raised their three children, he was a Little League coach and was active in the Needham Congregational Church and in community affairs.
Alice and he moved to Cape Cod in 1976, when he established Quick Service Press, a full-service copy center in Hyannis. He joined the Barnstable Newcomers Club and bowled in its candlepin league. Following his retirement in 1987, he worked part-time at Cape Cod Community College in its copy center. His framed commendation for outstanding performance in 1994 from the college was one of his prized possessions.
An avid photographer, piano player, and professional printer, he won first prize in The Boston Globe's Color Photography Contest in 1974. Thirty years later, another prize lit up his life, when the Boston Red Sox won the World Series.
He played piano 'by ear,' instantly translating what he heard to the keyboard. Hardly a day went by when he didn't sit down at the piano to play hymns, ragtime, gospel, or folk tunes. His love of music often transported him to the dance floor, where he was an elegant ballroom dancer.
He will be remembered for his cheerfulness, patience, easygoing nature, and his eternal readiness for a tough match of Boggle after dinner.
In addition to his wife, he is survived by his son David C. of Centerville, and his wife Melissa Rybb; his daughter Daphne of Milton and her husband Mark McLaughlin; and four grandchildren. His son James died in 1978.
A service to celebrate his life will be held on Saturday, Aug. 11, at 2 p.m. at the First Parish Brewster Unitarian Universalist Church.
In lieu of flowers, donations may be made to the Visiting Nurse Association, whose staff cared for him with great professionalism and kindness. The address is PO Box 370, Hyannis, MA 02601.
Norma isable Sims, 89
Eustis, Fla. - Norma Isabel (Williams) Sims, 89, died at Florida Hospital Waterman in Eustis on July 10, 2007.
Born in Osterville, she attended Barnstable public schools and graduated from Barnstable High School in 1934.
She was the wife of Robert F. Sims for 65 years. They were married in Port of Spain, Trinidad.
Mrs. Sims and her husband owned and operated the house and garden shop in Osterville from 1947 to 1974. They retired to Florida in 1978.
An accomplished oil painter, she had her work exhibited by the Cape Cod Art Association and the Mount Dora Art League. She also volunteered at Trout Lake Nature Center.
She was a communicant of Our Lady of the Lakes Parish and was active in many capacities, including as an usher, the bereavement ministry, and, most recently, collecting stamps for Habitat for Humanity.
In addition to her husband, she is survived by two daughters, Norma Roche and Barbara Joly and two grandchildren.She was preceded in death by her four siblings, Barbara Wyman and Louis, Albert ''Tuna" and John Williams.
A memorial service will be held on Thursday, July 26, at 10 a.m., at Our Lady of the Assumption Catholic Church of Osterville.
Memorial gifts may be made to the Osterville Historical Society, PO Box 3, Osterville, MA 02655.
Vivian (Young) Walton
Hyannis - Vivian (Young) Walton passed away recently after a long illness. She would have celebrated her 74th birthday on July 13, 2007.
Born in Lake Charles, La., she moved with her family to Dorchester, where she attended the local public schools. She married the late Jerry Walton and moved to Cape Cod in the early 1970s.
She worked for several years with the Barnstable Public School Department and for various nursing homes. She was a faithful member of Zion Union Church.
She enjoyed cooking and spending time with family and friends. She was well-known and loved by many.
She is survived by her four children, Yvonne Hudson of Atlanta, Ga., Dianna Otieno Fisher of Hyannis, Clifford Stewart Jr. of Boston, and Troy Stewart of Hyannis; 10 grandchildren; two great-grandchildren; her sister, Georgia Bey and brother-in-law Joseph Bey; and a host of nieces, nephews, and extended family and friends.
A Home-Going Service was held at Zion Union Church in Hyannis, followed by burial at Mosswood Cemetery in Cotuit.


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During the summer we carried out a survey to explore how education professionals felt about the challenges they face in schools.
More than a thousand people replied including deputies, assistant heads, heads of department, SENCos and other middle leaders. While examining the data, we looked at how middle leaders and our control group of deputies compared. There were some key differences in their responses, especially in the actual words each group used most often. We ran their responses through tagxedo.com to create these word clouds for a quick, visual overview on two key questions. For anyone unfamiliar with the format, the bigger the word the more often it was used.
What (if anything) currently deters you from applying for promotion?
Middle leaders said…
Deputies said…
This suggests middle leaders' greatest concerns around promotion are about the lack of time and gaining sufficient experience for the role. The perceived pressures of senior roles and resulting personal concerns, such as work-life balance, are also influential, but stress is perhaps not as big an issue as we would expect.
In contrast, the overriding issue deterring deputies from promotion is pressure, whether it's in relation to the responsibilities of headship or accountability to Ofsted. Lack of time is still a concern, but there are other greater worries.
On a more positive note we also asked another question of both groups.
What do you enjoy most about your current role?
Middle leaders said…
Deputies said…
The most commonly used words to describe what they like about their jobs are reassuringly similar. Both groups (thankfully) enjoy working with children and teaching. It's interesting to see that leading and developing others are key parts of both types of role, but as you might expect those aspects of work are more commonly mentioned by deputies than middle leaders. Similarly working with colleagues was often mentioned by both groups, but more often by middle leaders.
One of NAHT Edge's early middle leader adopters (and video star), Tom Griffiths (year five teacher and phase two leader) describes middle leaders as "the great unknown…the group of people in schools who aren't recognised necessarily specifically for the job that they do". It's exactly because of this gap that we're here to provide the support all middle leaders need – helping them to be better teachers, managers and leaders. If you haven't already, we hope you decide to join in.
We'd like to hear from you about whether your responses to these questions are different. What deters you from applying for promotion? What do you enjoy (and least)? Members can join the debate now in our discussion forum.
(a version of this blog first appeared through my day-job at NAHT Edge)


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Ghost Story (1981)
Four successful elderly gentlemen, members of the Chowder Society, share a gruesome, 50-year old secret. When one of Edward Wanderley's twin sons dies in a bizarre accident, the group begins to see a pattern of frightening events developing.
Directed by: John Irvin
The cast includes: Fred Astaire (Ricky Hawthorne), Melvyn Douglas (Dr. John Jaffrey), Douglas Fairbanks Jr. (Edward Charles Wanderley), John Houseman (Sears James), Craig Wasson (Don/David Wanderley), Patricia Neal (Stella Hawthorne), Alice Krige (Eva Galli/Alma Mobley)
MPAA rating: , Running time: 110 minutes
Presented in: Color
Related categories: Ghost Stories


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As you sit there at your computer, wistfully pouring over images, specs and reviews of new bikes, there are all sorts of things that catch your eye: frame materials and geometry, weights, components, wheel aerodynamics – you name it. Despite their importance to overall performance, though, cables and housing usually don't even earn a line on the spec sheet. They're some of the most often overlooked items on a bike and yet your bike doesn't work without them. Plus, they're one of easiest ways to extract — or ruin — a bike's true performance potential.
Cables and housing – the lifelines of your bike – translate input at the controls into an output at the other end. If you're not going to install them correctly or you decide they're not worth any investment, you may as well just go with components two levels down from what you bought because that's how well everything will work.
For the sake of argument, let's say Dura-Ace ranks a '10' on Shimano's performance scale, Ultegra is an '9', and 105 is a '8'. Now let's say a top-end cable set takes that Dura-Ace shifter's '10' input and translates that to a '9.5' output at the rear derailleur.
Suppose you want to cut some corners to save a few bucks on cables and housing. Now that '10' input could perhaps yield just a '8' output. Congratulations - your shiny Dura-Ace now performs like 105.
Despite what you may think, this is an all too common scenario.
The two main enemies here are friction and compression. Friction (usually caused by poor quality cables and/or housing, or poor cable routing that creates bends that are either too tight or too numerous) steals part of the signal you're trying to send, like a bad game of 'telephone' down the row of a movie theater.
"Oh, you wanted to shift three gears? Sorry, I thought you meant two. My bad!"
It can also make a lever harder to operate than it should be, robbing the crisp and precise action you thought came stock with that new pair of shift levers or fancy new brakes. It's for precisely this reason why electronic and hydraulic systems work so well – no loss of signal (at least in theory).
Compression problems, on the other hand, are most apparent on cable-actuated brakes with long lengths of housing. Squishy housing means that the panicked effort you're putting into your levers en route to that nasty precipice over the side of a switchback isn't translating directly into more clamping force at the rim. Instead, you're merely shortening the housing – and gaining a lever that feels like it's connected to marshmallows.
Many of these issues can be avoided with a careful initial setup: proper housing lengths and caps, clean cuts with appropriate tools, etc. But upgrading the cables and housing themselves can yield remarkable results. Gore's sadly discontinued Ride-On sealed sets are incredible at reducing friction while the compressionless Yokozuna Reaction stuff does wonders for lever feel, particularly with cable-actuated disc brakes.
Sadly, though, poorly designed cable routing can't be so easily remedied. From a design standpoint, routing shouldn't be an afterthought, exasperatingly ironed out after all the sexy work is done. When executed well, the cable can move through the housing with minimal friction, it's protected from the elements, and replacement doesn't require an entire afternoon. The best routing also keeps everything away from your body and doesn't rub on the frame.
When done wrong, however, it can take the most brilliantly designed machine and render it frustratingly hamstrung by a critical flaw that can't easily be fixed. Are you a bike mechanic at a TT/tri shop? Heaven help you, my friend.
So what's the point of all of this? Stop ignoring your cables and housing, people! This isn't a conspiracy to get you to buy more stuff. In fact, I'm trying to get you to buy less stuff. Seriously, folks, quit trying to buy your way out of a problem that's so easily fixed. You might be amazed at how well that bike of yours might actually work with a little cable and housing TLC.
James Huang has been writing about bicycle tech since 2005 and has more than 14 years of experience as a shop mechanic. In that time he's seen plenty of fantastic gear and technology but also a lot of things that have just flat-out pissed him off. Follow the AngryAsian on Twitter at @angryasian, and check BikeRadar for more of his columns soon.


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Accessible Dolomites. A Heritage for everyone
"The mountains are for everyone, not just climbers: for those seeking rest in silence, and for those who seek even greater rest in their labours". This is how Guido Rey, the Italian climber, described the mountains – and this is exactly what a World Heritage Site like the Dolomites should offer.
The Dolomites should be accessible to everyone and a number of routes have already been freed of all barriers to allow everyone to enjoy the extraordinary Dolomite landscape. To make the Heritage Site more accessible, offering experiences and emotions to all those who visit it, whatever their needs and possibilities, the local administrations and associations involved in sport, accessibility and disability in the Dolomites have come together under the coordination of the UNESCO Dolomites Foundation to compile a guide which helps visitors find details of accessible itineraries, so everyone can explore the Dolomites World Heritage Site: the guide is the result of teamwork and offers consistent, detailed information concerning the Property's universal values.
An interactive map allows users to explore 23 routes of varying difficulty within the 9 mountain systems of the Property, providing them with information about the history of the Earth and the wonderful scenery offered by these unique mountains. Each itinerary contains interesting technical details.
This guide is part of a wider project entitled " Awareness and use of the UNESCO Dolomites site by people with disabilities by developing specific accessibility tools " financed by the Italian Ministry of Cultural Heritage and Tourism as part of Italian Law n.77/2006 containing "Special measures to protect and use Italian sites of cultural, landscape and environmental interest, inscribed on the World Heritage and placed under the protection of UNESCO". The aim of the project, in keeping with the principles of the Site's Overall Management Strategy, is to promote awareness of issues connected with accessibility in the mountains. This has already been started by local government bodies in the UNESCO Dolomites Property through information, training and promotional activities. The project aims to become a dynamic platform for communication and meeting which will evolve over time, widening its scope and reach, thanks also to contributions made by anyone who has information and suggestions to give.
The UNESCO Dolomites, with their exceptionally diverse landscapes, therefore provide the ideal platform for setting up a social inclusion project which will enable everyone - whatever their degree of mobility - to access the World Heritage Site on their own or accompanied by an expert guide. This does not mean that everyone has to have the same experiences, but that everyone will have the chance to experience the landscape and geology of the Dolomites firsthand, which is what World Heritage really stands for.