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Allahabad University Result 2018 -UOA BA BSc BCom MA MSc 1st, 2nd, 3rd Year Results, Check Allahabad University First, Second, Third & Previous/Final Result, University of Allahabad Results, Check Here 1st 2nd 3rd Year Results, Allduniv Exam Results, Allduniv UG/PG Results, Check UOA Result Name Wise
Allahabad University Result 2018
Hi, understudies, we need to advise here the Allahabad University has effectively lead Bachelor of Arts Commerce and Science examination in the most recent month at infection examination focuses. Presently the college will intend to pronounce Allahabad University Result 2018 for BA BSc BCom MA MSc MCom through online mode.
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Allahabad University BA, B.Sc, B.Com Result 2018
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UOA MA, M.Sc, M.Com Previous/Final Results 2018
|Allahabad University Result 2018
|Name of Organizer
|University of Allahabad
|Name of Course
|Under Graduate and Post Graduate (UG/PG)
|Sort of Courses
|BA, B.Sc, B.Com, MA, M.Sc, M.Com
|Examination Mode
|Exam Date
|Article category
|UOA Result 2018
|Official Website
College of Allahabad will soon transfer comes about for all UG and PG courses. On the off chance that you understudy of AU and your examination has been done effectively then you can check now you Allahabad University Result 2018 online from an immediate connection given underneath by utilizing roll no and name shrewd.
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www.allduniv.ac.in first, second, third Year Result 2018
College of Allahabad is known by Allahabad University. It was set up on 23 September 1987 by Government of Uttar Pradesh in Allahabad, UP. This University started its first season in 2016-17 at 462 schools of Allahabad, Kaushambi, Fatehpur and Pratapgarh.
In excess of 16000 understudies showed up in this school. The college offers infection UG/PG courses. This Board gives investigations of different streams to the understudies of everywhere throughout the world and countless are showed up for various courses each year. Understudies who are looking Allahabad University Result 2018, they will soon ready to check Result from given connection beneath by utilizing following advances. To find out about this examination result you may go on official site.
BA Result 2018 | B.Sc Result 2018 | B.Com Result 2018 | MA Result 2018
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Perrysburg Schools Foundation
Enrichment Campaigns
Perrysburg Schools Foundation also supports district wide programs and initiatives in an attempt to create a more positive educations environment for our students. Our goal is to help support campaigns and programs that can benefit every student who attends school in the district, and we are always on the look-out for new opportunities to give back to the students, teachers, parents and administrators of Perrysburg Schools.
S.T.E.M. – Science, Technology, Engineering and Math Education Enrichment
We all know that the jobs of the future, the ones our current students will hold, are in the areas of science, technology, engineering and math. It is for this reason that the Perrysburg Schools Foundation has decided to focus support into these subjects at Perrysburg Schools. Our goal is to be innovative in these fields and not allow our teachers and students to be held back by the gap between funding and what is needed to support novel programs and education initiatives in the S.T.E.M. fields.

subset: commoncrawl


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Russia's former-President Dmitry Medvedev, in 2009, donated two Russian black bears to the Dählhölzli zoo in Bern, Switzerland. In some ways, this isn't a far off practice from how zoos were first initially developed: as royal menageries. In an age where many of these exotic animals were quite unusual and never-before-seen, royals from all over the world bestowed exotic animals as gifts to each other. And they described them in the most fantastic of ways. One of my favorites is for the animal we now call a tortoise, but was once depicted as a "hog in armor."
Royal collections of animals were eventually made accessible to the public. The 1789 French Revolution heralded in the second oldest public zoo, as the people – in a symbolic and actual gesture – made the animals from the royal menagerie available to society. Prior to this, maintaining menageries was a pastime only the wealthy or majestic could afford with little or no access for the public. Zoos, and museums too, have been in a constant flux of change and rebranding since then.
Zoos have had a long, troubled history of exhibiting animals, but the animals have endured an even more troubled time as we humans try to correct and improve our theories, practices and reasons for maintaining animals in captivity. Did you know that Africans were once exhibited in zoos? Remember when non-human animals were kept behind bars with nothing for enrichment? Sadly, some of those still exist today.
Back in February, I wrote a piece called "Mourning Marius: The Politics of De-Accessioning Animals," a critical look, from a museum standpoint, at the practice of eliminating animals from a zoo's collection. Brief recap: Zoos are museums and their collections are the living animals on exhibit. 'Zoothanasia' is what they do to eliminate unwanted 'objects' in their collection. I take issue with animals being treated as objects. Plain and simple.
Over the last few months, dozens of media headlines have erupted on this issue since zoos are continuously de-accessioning animals: from Marius the giraffe and subsequent lions at the Copenhagen Zoo to a bear cub just last week at the Swiss Zoo I mentioned earlier.
Unlike most zoos that euthanize animals to prevent watering down the gene pool in captivity, this last incident at the Swiss institution is somewhat atypical (at least to those of us only now learning of the widespread practice of zoothanasia) as the zoo argued it was preemptively saving the cub from a morose end. Apparently papa bear killed one of the cubs and the zoo worried he would eventually do the same to the other. The decision to euthanize him was carried out just last week.
Yes, this is yet another incredibly sad story of a baby whose life was cut short by humans, but I think this speaks more volume in regards to the many issues of having animals in captivity or on display as a way to educate the public. These are artificial arrangements from the very beginning and make for equally unnatural existences for the animals. These exhibits are a fallacy for honest education and dampen our genuine appreciation of the animal kingdom.
Take for instance a conceptual design of an 'exhibit' for a large animal, such as a bear: concrete pools, electric fences to prevent animals from damaging any living flora (if a zoo even chooses to decorate with them), painted backdrops to simulate a landscape, and of course dozens to hundreds of humans staring at an animal – through glass, across moats, or other some other barrier. Would you want to live like this? Would you start losing your marbles and acting in unnatural ways? I'm pretty sure I would, and I'd like to think I'm a rather tough cookie.
Furthermore, I don't think this sort of exhibit does any justice to the majesty of animals. Personally, I get more of an insight into the lives of animals through a great PBS documentary. I will admit that I have heard some progressive rumblings from academics and friends in the animal studies field that the lines are starting to blur on what a zoo looks like and how it acts. Some are working towards more sanctuary-like qualities, such as one of my favorite institutions, the Folsom Zoo Sanctuary outside of Sacramento, California. But of course the American Zoological Association (AZA) won't accredit them. One reason being that they refuse to breed their animals, a standard practice in most zoos. Other zoos are recognizing that they're unable to adequately meet the needs of certain species like elephants, which typically have enormous herds and travel an unfathomable number of miles in the wild. The Detroit Zoo closed their elephant exhibit some years ago.
But one of the most exciting rumblings I've heard to date is the eZOO from Barcelona: a scientifically-driven, immersive, and experiential way to get up close and personal with animals, sans captivity. Ethics, environment, and conservation are the driving force behind this zoo alternative where you essentially walk into an enormous gallery with screens surrounding you to provide an IMAX-like experience. I sincerely hope it comes to fruition.
I don't think today's conception of the zoo is the zoo of the future. If time tells anything, it's that change is inevitable. The bars are gone, humans put on exhibition are gone, yet we're still encountering ethical quandaries. Maybe eZOO is the next iteration of the royal menagerie? At least no baby bears, giraffes or lions would be euthanized.
By Carolyn Merino Mullin


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Whether you are hosting a corporate luncheon, company event (up to 100 persons), a house party or a family gathering, we will insure that your event reflects your style, food preferences and tastes.
We offer fresh local ingredients and healthy quality meals at an affordable price, including cheese plates, assorted vegetables, cold cuts plates, salads and pickles, fish and seafood variety, pastries, and much more for take away or delivery services. Just serve and enjoy your party!


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Own hands repair footwear
Would know repair out of service footwear? You have got at. This and will devoted article.
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So, if you still decided own repair, then in the first instance necessary learn how repair footwear. For these objectives one may use finder, eg, bing or mail.ru, or come on appropriate forum or community.
I hope this article least little help you repair footwear. In the next article I will write how repair space or lamp.
Come us more, to be aware of all last events and new information.


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Right to work fails in New Hampshire House
From the Concord Monitor:
by Allie Morris
Republican Gov. Chris Sununu says he is "deeply disappointed" the House voted to kill a proposed right-to-work bill.
Sununu set the policy as a priority of his first term and met with representatives before the vote to try and ensure its passage.
"While it is clear that some House members did not understand this opportunity to unleash the untapped potential of our economy, I know that we can continue to work collaboratively on initiatives that will drive new business into the state," he said in a statement.
Other Republican leaders might not be happy with the outcome, but are relieved the fight is over.
"To put it behind us and move forward is what's best for the Republican caucus," said House Speaker Shawn Jasper. He had backed the bill, but warned on Wednesday it could fail due to the opposition of some Republican members. "We have to start moving forward, there has got to be some healing."
Top state Republicans had spent the days before the vote trying to sway opinions toward right-to-work. On Wednesday, leaders at the GOP state party suggested they may not help Republicans who oppose the bill in the next election cycle.
The last-minute lobbying, however, proved fruitless.
"It's a good day for New Hampshire," said Rich Gulla, who heads the largest union of state employees. "We're ready to get down to business now that this is behind us."
Read more from the Concord Monitor.


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Spanish Ambassador to Russia Ignacio Ybanez Rubio has praised the facilities in Krasnodar, where his country's team will be based this summer during the 2018 FIFA World Cup.
The official mentioned the recent visit by a Spanish delegation to Krasnodar Region, during his meeting with the area's governor, Veniamin Kondratyev, which took place in Moscow on Thursday.
Hoy en la Cámara de Comercio e Industria de Rusia presentación del potencial económico de la Región de Krasnodar por el Gobernador Veniamin Kondratiev y su equipo. Puesta en valor de las oportunidades de inversión para empresas rusas e internacionales. pic.twitter.com/wMgdfC0VY8— Ignacio Ybáñez Rubio (@IgnacioYbanez) March 29, 2018
"During the World Cup our team will be hosted in your region. Some of our athletes and officials from the sports organizations have already visited it," the Spanish ambassador said, according to RIA Novosti.
"They visited FC Krasnodar [facilities] and had a chance to experience the standards of the local conditions. And they are great! So hopefully our athletes will feel comfortable [in Krasnodar]. And I want to thank you for it," he added.
Spain have been drawn together with Portugal, Iran and Morocco in Group B of the World Cup, with the first game coming against the Portuguese in Sochi on June 15.
READ MORE: Germany Confed Cup captain Draxler shares his Sochi experience in open letter to Russian fans
The Black Sea resort was the venue of the 2014 Olympic Games, and is one of the major cities in Krasnodar Region. It is set to stage six matches during the World Cup this summer.
Spain, however, will be staying 170km away in the city of Krasnodar, the region's capital, and will use the facilities of local team FC Krasnodar as their base.
"I am sure, that the World Cup matches will be staged at the highest level of comfort and safety for everyone who will visit them, whether it's football fans, or just the tourists visiting Sochi in the summer," local official Kondratyev said.
"I want to take this opportunity to invite you to Krasnodar, so you can in person experience the conditions [prepared] for the national team, and how safe it is," he added.
This summer Russia will host its first ever FIFA World Cup, between June 14 and July 15. The tournament will be staged at 12 stadiums in 11 cities: Moscow, St. Petersburg, Kazan, Nizhny Novgorod, Saransk, Sochi, Kaliningrad, Ekaterinburg, Rostov-on-Don, Volgograd and Samara.


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IT'S ALL ABOUT COOKING! July 21, 2009Posted by priscilaraposo in Uncategorized.
2009 is the year of France in Brazil. Since France has recognized Brazil as its special partner, both countries have been highly committed to strengthening their cooperation. On July 12th, the city of São Paulo celebrated this partnership officially. Thus, shall we pay homage to this honourable country.
Chocolate Banana Crepes
- Crepe Batter:
- 1/2 cup whole or 2% milk
- 1 1/2 tablespoons melted butter
- 1 egg yolk
- 1 teaspoon vanilla
- 2 teaspoons hazelnut liqueur
- 1 tablespoon cocoa
- 2 tablespoons confectioners' sugar
- 1/3 cup white flour
- Chocolate Sauce:
- 1/2 tablespoon butter
- 1 tablespoon whole or 2% milk
- 2 teaspoons hazelnut liqueur
- 1 tablespoon cocoa
- 2 tablespoons confectioners' sugar
- 2 ripe bananas, sliced
1. In a medium bowl, stir together 1/2 cup milk, 1 1/2 tablespoons melted butter, egg yolk, vanilla, and 2 teaspoons hazelnut liqueur. Whisk 1 tablespoon cocoa into liquid until completely incorporated. Next, whisk in 2 tablespoons confectioners' sugar until completely incorporated. Then gradually whisk in flour until completely incorporated. Set aside.
2. Melt 1/2 tablespoon butter in a saucepan over low heat. Stir 1 tablespoon milk and 2 teaspoons hazelnut liqueur into melted butter. Stir in 1 tablespoon cocoa and 2 tablespoons confectioners' sugar. Set over very low heat to keep warm.
3. Spray a non-stick frying pan or crepe pan with cooking spray, and heat over medium heat. Pour about 1/4 cup of batter onto the pan, and swirl to form a very thin disk; cook for about 2 minutes. Flip, and cook about 1 minute more.
4. Place crepe on a plate. Add 1/4 sliced bananas to crepe, and spoon 1/4 of the chocolate sauce over the bananas. Roll or fold crepe, and sprinkle with confectioners' sugar. Repeat steps 3 and 4. Serve crepes warm.
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Jun 8th, 2018
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RealityKings free full Antonio Ross is frustrated to yet again hear his upstairs neighbor banging away with a hammer. He hurries upstairs to give them a piece of his mind, but is surprised to see a sexy teen named Sicilia who needs help hanging a framed picture. She drags him inside, and climbs up the ladder to try again, giving him a long look up her skirt as she adjusts the frame. Antonio's got a sneaky suspicion that this blonde bombshell is actually just in some serious need for some cock--which is why she's probably doing all of that banging! When they finally get it straight, Sicilia is so overjoyed, she shows her thanks by fucking Mr. Ross right there in her living room! This sexy slut sucks his cock like a pro as Antonio manhandles her, flipping this flexible chick in all sorts of sexual positions that show off her beautiful ass and sweet perky tits! How's it hanging? Well, just ask this cock slut what she thinks! on PORNQD.com


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In 6th grade TAG, we are studying Language Arts. In the unit, Patterns of Change, the unifying theme is change. Students are introduced to important approaches and ideas of literary criticism while exploring cycles in nature, knowledge, history, and human life.
Please make sure that you are staying on top of the vocabulary study...you never know when we might do a quick review!


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So I was born in Lima, Peru and I'm a k-pop and j-pop enthusiast. Almost near obsession. I've even stopped listening to my native Spanish music!! Haha kidding I never listened to that much anyway XP much to my mother's dismay.
For those who might ask how I, a Peruvian (with Italian, Chinese and black roots) who late moved to South Florida at the tender age of four, got so into J-pop and K-pop here's the story:
My best friend, who's full name shall be kept confidential, O, and I were really into Inuyasha (ughh I know!!) and she loved the ending theme song, which I now know was Ayumi Hamasaki's epic single Dearest, but she was touched enough to actually get into that world. I wasn't that inspired by the song, it was pretty I do admit but it just wasn't something I would listen to by myself.
A few years go by and now we are in August of 2007, a mutual friend of O and I, T was obsessed with the Queen of J-Pop, understandably. But he was complaining to me over AIM about how this "hoe" Koda Kumi (now affectionally referred to as Kuu from now onwards) was stealing Ayu's spotlight.
I wasn't once to judge his little world so I asked how so and he sent me a link to 'Shake It' by Koda Kumi. If you are tempted to look that video up I can only say: DON'T. Not a good introduction to her music. I full-heartedly agreed with him in calling her a trashy Japanese Christina Aguilera during her Dirrrty era (without the amazing singing chops of course.)
But then curiosity got the best of me. I had to see what else this 'hoe' had done. And then I discovered 'Someday' from her BEST ~second session~ era, and I fell head over heels in love. I had never heard anything so beautiful where everything seemed to just fit. The jazzy background, the flow of the choruses and verses, and of course Kuu's unique voice. I was instantly in love, and she even kept her clothes on a majority of the time! ❤
From then on, I got into Ayumi Hamasaki later, and understood why she's the Queen of J-Pop, then later Namie Amuro, from then on discovering some other artists such as UVERworld, YUI, mihimaru GT, Aqua Timez, ASIAN KUNG-FU GENERATION, FLOW, KAT-TUN, Crystal Kay, Orange Range, Yuna Ito, Do As Infinity, m-flo, and of course Tohoshinki (or DBSK).
Tohoshinki is what got me into the Korean music industry. At first I denied it vehemently, because J-Pop was obviously SO MUCH better (-rolls eyes at immature and embarassing past behavior-). But then Mirotic came out and I actually added it to my IPod. It's actually now almost a year after they released that song that I got so into K-Pop, it's all I listen to at the moment.
Maybe it's the influx of catchy danceable Korean pop that these girl groups a la Mr. by KARA, or Abracadabra by Brown Eyed Girls, or the catchy Tell Me Your Wish (Genie) by SNSD, but anyway they all have me hooked, or the amazingly sexy 2PM, adorable SHINee, or quantity of Super Junior.
But now I'd addicted. This is the end of my post, just wanted to let people know what this blog will deal with primarily, first and foremost, Korean and Japanese music and then music news such as K-Pop and J-Pop observations. I hope that people will like it.
Mucho love, Ale


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When and How to Retain a Special Education Attorney or Lawyer
Advice on using a special education lawyer when you have problems with your child's school. What to look for in choosing your lawyer, how to keep the costs down, and when to use an lawyer for the special education process.
Interview with David A. Sherman, special education attorney and author of Autism: Asserting Your Child's Right to a Special Education.
When should parents consider finding an attorney or lawyer for the special education process?
When parents find they are in disagreement with the program or services
offered by the public school in an IEP, and cannot reach an acceptable
compromise, a parent should consider consulting with a special education
attorney. In my practice, I consult with parents of children with autism
throughout the country. Many times, a parent can improve the educational
program and services by taking a few simple steps.
I advised her to send one letter every couple of weeks. Although the letters were on her letterhead and she signed them, anyone reading these letters would know that they were clearly written by an attorney for her benefit.
A week after the school district received the third letter; the school district scheduled an IEP meeting. At that meeting, the school district offered a whole new program tailored to the child's needs. The parent was elated.
What qualities should parents look for in an special education lawyer?
A parent should try to locate an attorney who is well versed in special education law and has knowledge of autism.
If a parent cannot locate an experienced special education attorney in her geographical area, the parent might consider a young attorney just starting out or a retired attorney who would be willing to consult with a more experienced special education attorney by telephone. By attorney standards, the compensation received by special education attorneys is very low compared to other areas of the law. The parent should advise the prospective attorney of the provision that requires a school district to pay attorneys' fees if the child prevails.
How can an attorney or lawyer be helpful to parents and their child in the special education process?
Special education law is complex. A good attorney can advise a parent how to obtain a better program and services, how to effectively advocate for the child. A special education attorney will advise a parent as to how to assert their child's numerous and substantial rights. For instance, one of the most important things a parent can do is to have a private autism expert assess the child. This expert should then prepare a written report describing the unique needs of the child, how autism adversely affects the child's education, whether the existing program and services offered by the school district is appropriate, and what is the appropriate program and services that should provided in order for the child to receive an appropriate education. An expert will sometimes also assist in writing goals and objectives or, attend an IEP meeting to advocate for an appropriate program and services.
Why is a private expert so important? First, the school district teachers are usually considered experts in autism, the appropriate teaching methods, classroom environment, etc. Although a parent is considered an expert in the unique needs of their child, a parent is generally not an expert in autism teaching methods, classroom environment, etc.
If there is a dispute at an IEP meeting, and the school district refuses to provide a program or services that the parents believe is appropriate, what can the parent do? A parent's only remedy, if there is an impasse, is to file for due process. However, the school districts know that if a parent does not have a good expert, the odds are very, very slim that a parent would prevail at a due process hearing.
On the other hand, if the parents have a well-qualified expert, the school district is much more likely to try to reach a compromise.
A private assessment for a child with autism can be very expensive. Often times, the cost is $4000 to $5000, However, in almost all cases, I have been able to obtain an agreement from the public school to pay for the independent educational assessment. Why? Schools rarely have a qualified expert on staff that can appropriately assess the child.
Although obtaining an independent educational assessment may take several months, the result is generally a substantially improved program and services for the child.
Finally, sometimes a special education attorney can be helpful by advising the parent that the case is weak and it would not be a good investment to pursue the matter. Although this can be hard for parent to swallow, it is much worse to spend thousands of dollars and receive little or nothing in return.
What is the typical cost of attorneys' fees? How is payment arranged?
Attorneys have many different kinds of attorneys' fee arrangements. Generally, a specific fee amount is not set for entire case unless it is a very simple case. The amount of attorneys' fees depends on the complexity of the case and the strength of the case. Our firm generally charges a set fee for the initial consultation. It is not uncommon for the initial consultation to take place by telephone. At the initial consultation, the parent is advised as to what steps can be taken to improve the child's program and/or services.
If a due process request is likely, our firm often provides the client with a maximum attorneys' fee amount for each step of the process - initial consultation, follow up advice, filing of a due process complaint, resolution meeting, mediation, and the finally for the due process trial. (It is rare that a case actually goes to hearing.) Some firms charge strictly on an hourly basis.
What can parents do to keep the special education legal cost down?
There are many things a parent can do to improve the program and services that are offered by the school district with little cost. In a nutshell, a parent can keep the costs down by knowing their legal rights, having a good expert, and occasionally seeking advice from an attorney when an impasse is reached.
The first thing that a parent should do is to become well educated in their child's legal rights.
In short, to keep the costs down, a parent should:
1. Become self educated in special education law.
As an attorney, what is your personal experience with the special education system?
Like most attorneys, I became involved in special education after my child started having serious problems in school. I was initially frustrated because I had trouble finding a written article that would give me a good overview of special education law. When my son's case settled, after hiring a special education attorney, I decided to come out of retirement and devote my law practice to helping children with disabilities - and children with autism in particular.
My first step was to publish a pamphlet, which later became the lead article in www.aboutautismlaw.com. Then, after practicing for a number of years, I decided that there was a real need for an in depth book on special education devoted to children with autism. The purpose of my book, Autism: Asserting Your Child's Rights to a Special Education is to teach a parent how to improve their child's educational program. This can be done through letter writing, written requests for assessments, having a good private expert, learning the law and advocacy skills.
Book Reviews
Advocacy Articles
More Special Needs Information
Childrens Disabilities
Copyright Protected
Children's Disabilities & Special Needs Information www.ChildrensDisabilities.Info


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Milling tools
The HSSCo8 end mills are available in different types and finishes, with both parallel and Morse taper threaded shank , with bright finish and WIN coating (a special coating created by WSG). The PM HSS end mills have a AlCrN coating instead. The other tools in HSSCo8, like the dovetail, inverted dovetail and corner rounding cutters, the T-slot, the side and face milling cutters, the Woodruff keyseats milling cutters and the shell cutters series, all have a bright finish. In the solid carbide end mills section, the standard tools are distinguished from the high performing cutters of the Evolution line by High Speed Cutting (HSC) and High Performing Cutting (HPC). The main coating is TiAlN (Titanium Aluminium Nitride), but the end mills for aluminium are bright finished or coated in Zirconium Nitride (ZrN), whereas the end mills for dry processing of the Evolution series may have the innovative NaCrO (TiAlN nanocrystals) coating. Worthy of note are the HSC and HPC end mills with 35°-38° variable flutes suitable for both roughing and finishing processes. Pay attention to the "mini" end mills with smaller diameters, the corner radius end mills range, the roughing end mills with chip-breaker and the 50° flutes end mills for super-finishing.


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Joining Team BlackBerry
Well, I did owe my BlackBerry an article.
As much as I like Android and attack iPhones, I somehow rather got a BlackbBerry as my smartphone. It was a BlackBerry Bold 9780, a rather nice and common BlackBerry which of course has more features than Curve. It was also my choice over Torch, for which I had no liking to have a phone using both touch and type.
So as I have joined Team BlackBerry, this post is dedicated to my new Blackberry and how it's like to be using one.
First Impression
BlackBerry has always impressed me with its slick design and much simple UI. The Home screen features very useful controls at my finger tips – Connections at the top with all the indicators, Notifications and the apps at the bottom. I really liked how it all went and honestly, it didn't take me long to get used to it.
It is also rather easy to get tutorials for using a BlackBerry. If not for those already preinstalled in the phone, there are many sites offering great tips for the first timers. Getting started is also rather easy with the setup page being rather straight forward as I would call it.
Internet on the go
With internet on the go, life is definitely good. I synced in my Gmail as well as my social media applications – Twitter, Facebook and IM. It is all rather easy to use and the notifications come in fast so you are constantly updated. Browsing the internet is also rather easy. The BlackBerry default browser does allow tabbed browsing so you can open multiple tabs while browsing. Of course, the screen is rather small compared to the iPhone and most Android smartphones but still, the sites loads fast and good enough for normal browsing. However, BlackBerrys does not support Flash, which seems to be a problem when loading certain sites.
OS support
Unfortunately, BlackBeryy does not support Linux operating systems, or in other words their desktop manager doesn't run on my Ubuntu 11.04. This is indeed a problem. I am still appalled on how could RIM ignore an operating system while building their smartphones. Yes, I am much aware of the low number of users using a Linux OS but still, why give Windows and Mac the monopoly here.
I tried downloading LinBerry which is an application – still under heavy development – that acts as a BlackBerry desktop manager for Linux. However, after downloading it I realized that the application is in Spanish and there is no language options. After Google translating some words, I had to give up on it because I couldn't be translating every single word I see.
And apparently, the Desktop Manager doesn't seem to work even by using WINE – because WINE only helps for the rather basic Microsoft applications such as Microsoft Office.
Battery Life
Smartphone battery life is a joke. But I think we are all used to it now. BlackBerrys battery life doesn't last you very long. And for it being a business phone that is heavily used while travelling, this really isn't very acceptable. The apps are always running when you're not using it, which now I have to constantly remind myself to exit this apps properly to save my battery life.
Charging it is however easy to do. All BlackBerrys come with a customizable charger that allows you to change it according to the type of plug you are using. That is indeed very well thought of by the guys at RIM. Another thing that I like is the ability to charge it using the USB cable. This also allows me to have my phone beside me when I'm on my laptop as it charges using the USB. No need to find a power socket anymore.
BlackBerry App World
Compared to the Apple App Store and the Android Market, the BlackBerry App World is not that amazing. Most of the apps that you get for the iOS and Android aren't available for BlackBerry. However, there are still plenty of good apps that we can choose from and maybe it needs us to be slightly more adventurous in trying out something new.
What I didn't fancy about App World was how unorganized it was. First of all, going to the App World from your BlackBerry device is very confusing, which made me go to it using my computer. The apps are categorized by the type of applications and the price, but not by what device you are using. This indeed creates a confusion and is a waste of time. Most of the nicer apps (and the ones I wanted) were available for the PlayBook. RIM should have created another choice to sort it out based on what device you are using.
BlackBerry Messenger
How can you have a post about BlackBerrys and not talk about BBM, right? Well on a personal opinion, I think BBM is one useful app created by RIM. Have free texts to all BlackBerrys out there does make it useful and economical to most BlackBerry users out there. Of course, BBM shall be facing competition from Apple when iMessage is out but still with the simplicity of the app and how secured the data is, I think BBM will still stand out.
BlackBerrys aren't as customizable as their Android friends which runs on an open-source platform. The most you can do is organised all your apps in folders (which you can name and choose colours as you like), choose the amount of rows to display in the tray, background image and all the rather usual stuff.
Comparing it to the iPhone and Androids
I'm one of those people who would not succumb to buying an Apple product. Nothing personal, but I just don't think it's worth paying so much for an item that is the same with its competitors. Moreover, Apple is a company which goes "This is how it's done, you can't change it" and that is something I personally don't agree to as I don't think a manufacturer should decide the hardware and software you use. Androids on the other hand are my much preferred choice (as I mentioned at the start of this article) for everything the iPhone doesn't let you do.
However, BlackBerrys do stand out against these two. I really love the way it keeps me updated with my emails and social media sites. The simple UI makes it really easy to use and the fact that it has an actual keypad makes me more efficient as touchscreen keypads results you to pressing the wrong keys. The only minus point against the iOS and Android is, and has always been, the lack of Apps. Perhaps it's time RIM start encouraging developers to develop for BlackBerrys too instead of just focusing on the iOS and Android. Nevertheless, BlackBerry does have some great apps and games that can be used by its users, although most of the nicer ones require you to fork out some money.
Obviously, there are its pros and cons, but I am enjoying my ride on Team BlackBerry :)


text: tag:blogger.com,1999:blog-7947436900367324164.post4375280251693767211..comments2018-12-26T02:00:14.657+00:00Comments on Bakercourt - Knitting, Sewing, Crafting.: Here comes the sun, and a big floppy baby sun hatStacey @ bakercourthttp://email@example.com:blogger.com,1999:blog-7947436900367324164.post-91005354268465628362015-04-21T12:45:07.336+01:002015-04-21T12:45:07.336+01:00What a cute hat, and Isla is just gorgeous. Thinki...What a cute hat, and Isla is just gorgeous. Thinking back to how my lot were when babies, I'm sure you'll continue to be very happy you added that strap! I received your beautiful 'Home, Sweet Home' card today, thank you so much! I do most definitely love the whimsy, colours and glitz! Whimsy and colour are always right up my street and those beads looks incredibly effective as edging, if I do another ATC swap (hopefully!), I may have to pinch that idea! I was going to e-mail you a 'thank you', but I couldn't see a get in touch by e-mail option so, since I'm having a good browse of your blog of course, I thought I'd include my thank you in a comment, hope that's OK!Wonky Patchworkhttps://email@example.com


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And by "experience," I don't mean watching some crappy free live feeds posted as a bonus in your good old cookie-cutter paysite members' area. I mean truly immersing myself into the experience, partly out of curiosity as to what would make some men give tip a girl hundreds of dollars in a single shot, but mostly to interact live with the type of women I loved having in my porn collection.
And as I spent more and more time browsing live cam sites and seeing what they all offered, I came to realize that I'm the kind of person who enjoys intimate one-on-one private experiences with a cam girl.
Online communication, or chat, can be divided into two types: text chat and video chat, which has become the most widespread mean of online communication since webcam became popular.
We don't necessarily need to meet each other in order to communicate, because we've got cell phones, computers, Internet, webcams that simplify this process and make it really convenient, especially if the person you would like to have chat with lives far away from your neighborhood.
And all this we can sum up as an online communication process.
Schopenhauer était frappé par le contraste entre la légèreté et le brillant du marivaudage et le sérieux, tout animal selon lui, de l'acte sexuel.
Aussi assimilait-il le jeu érotique à un simple leurre, un piège tendu par la vie elle-même à l'intelligence et à l'individualité des amants.
It is hard to come up in mind with a sphere of some kind of aspect of life that hasn't felt yet the influence or effect made by the technological advancements, and communication is one of those aspects that have made a great step forward.


text: rolypoly49 1 Report post Posted July 8, 2018 (edited) Hi everyone, For the past eight or so months my 6-cylinder e46 has been making a ticking noise which has gradually started sounding more like a tractor and less like a BMW. The problem started after I got new tyres put on her although this could be entirely coincidental. She's driven fine over the last couple of months even with the noise, however ever since it's become winter the problem has gotten worse. When the engine is cold the revs fluctuate as if the car is about to stall (she's an automatic), and this is a problem I've had before although this time there is no engine light on. When that happened last time one of the hoses were replaced and this was around 9 months ago. The ticking noise increases as you accelerate, and temporarily disappears after a long drive. I've attached a video with the noise with the hope that someone recognises it and has some good news for me. She's due for a service in 3 months and I'm hoping this isn't a massive issue. Thanks in advance! 161172F6-5829-4286-952F-AC03F152E312.MOV 1BAEF5EA-B73B-4DC5-8DD8-19F0655FD41A.MOV Edited July 8, 2018 by rolypoly49 1 Share this post Link to post Share on other sites


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tag:theconversation.com,2011:/africa/topics/physics-teaching-20011/articles Physics teaching – The Conversation 2017-10-29T11:12:46Z tag:theconversation.com,2011:article/86083 2017-10-29T11:12:46Z 2017-10-29T11:12:46Z Physics is taught badly because teachers struggle with basic concepts

Technology can be integrated into effective teaching and learning of physics at secondary schools in Mauritius. Shutterstock

Kinematics describes the motion of objects through numbers, diagrams, words and equations and is taught in schools around the world as part of the physics curriculum.

But our ongoing research in Mauritius shows that the people who are meant to teach kinematics in the classroom – physics teachers – don't understand the concepts that underpin it. This echoes research done elsewhere, which has explored how physics teachers struggle with a number of key concepts, like the seasons.

Our study contributes to a broader body of research about the importance of teachers' knowledge for effective learning. If a teacher doesn't understand key underlying concepts in her subject, her students will not learn well. A teacher may be able to define velocity, but if he doesn't understand related concepts – like displacement and time – he will struggle to teach effectively.

It may sound like this research is stating the obvious. But gathering data and testing teachers' knowledge allows researchers to develop scientifically-grounded advice for teacher education institutions. This is important because misconceptions about physics, or science more generally, will persist if teachers don't adopt a totally different approach to their own professional development.

This is true both in terms of their own knowledge and their approach to teaching. Teachers have an obligation to be well versed in a subject's content knowledge and ways of teaching. This will allow them to impart knowledge, skills and values to students during the teaching-learning process and beyond.

If teachers don't grasp the concepts they need to teach, there's a risk that more and more students will shy away from science, in particular physics.

Teachers' conceptual understanding

Our study is part of a broader research project that examines how technology can be integrated into effective teaching and learning of physics at secondary schools in Mauritius.

We worked with 26 physics teachers from 26 of the country's secondary schools. They had been teaching for an average of five years. Their students were between 16 and 17 years old.

The study consisted of a pre-test, three training workshops and a test after the workshops. The tests were conducted using a well-established questionnaire called the Test of Understanding of Graphs in Kinematics. It has been used extensively worldwide to test students' knowledge about kinematics. But it's rarely been applied to testing teachers' knowledge of the physics content they share with students.

The standard improved questionnaire consists of 26 multiple choice questions. We added two additional items related to reasoning: an explanation of what approach was used to reach the answer and the teachers' degree of confidence in their answers.

The pre-test results were extremely worrying. Not one teacher answered all the questions correctly. In most cases, their mistakes were caused by misconceptions. For instance, one question asked respondents to determine the greatest change in velocity from an acceleration-time graphical relationship. 38% of the teachers considered "time" as a constant physical quantity rather than an independent variable. That led them to the wrong conclusion.

When teachers do not understand the concepts that underpin any scientific theory, they cannot teach that theory effectively. That's why our next step after the pre-test was to improve teachers' knowledge.

Workshops to grow understanding

The 26 teachers were required to attend three professional development workshops – one a week over a period of three weeks – as part of our intervention.

The workshops, which focused on concepts in kinematics, were run by the lead investigator in collaboration with members of the research team. Multimedia was used, forcing the teachers to step away from traditional learning approaches. This allowed them to develop their conceptual understanding and a critical mindset.

After the workshops, the same questionnaire was administered – and the results showed marked improvement. The data shows a mean gain of around 22% in teachers' responses from the pre-test to the post-test. This suggests a strong positive correlation between the workshops and the teachers' post-test performances. Their ability to work through concepts and to solve problems was clearly strengthened.

 <img alt="" src="https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=499&fit=crop&dpr=1 600w, https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=499&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=499&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=628&fit=crop&dpr=1 754w, https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=628&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/191852/original/file-20171025-25544-c4pvq5.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=628&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
 Teachers performed significantly better in a test of their conceptual knowledge after attending workshops than they had before the extra training. Yashwant Ramma

Of course, a few workshops or a one-off professional development course won't address all teachers' misconceptions. Dislodging firmly held misconceptions is an ongoing process and will only happen through continuous, collaborative endeavours.

This is where teacher education institutions come in. They need to revisit how they train teachers to understand concepts, and ensure that they're using the best possible approaches to prepare teachers for the physics classroom.

Yashwant Ramma and team received funding from Mauritius Research Council.
 Gathering data and testing teachers' knowledge allows researchers to develop scientifically-grounded advice for teacher education institutions. Yashwant Ramma, Professor & Chair, Research, Mauritius Institute of Education Licensed as Creative Commons – attribution, no derivatives. tag:theconversation.com,2011:article/84125 2017-09-25T17:00:07Z 2017-09-25T17:00:07Z Technology can help kids learn, but only if parents and teachers are involved

Mauritian physics students hard at work during the project's testing phase. Mauritius Institute of Education

Educational psychologist Dr Benjamin Bloom wanted to understand how people learn. So in 1965 he and his colleagues created Bloom's taxonomy: a system for identifying, understanding and addressing learning. They came up with a system that's composed of two elements: thinking and the ability to apply knowledge, and then feelings and emotions.

When a student learns about gravity, the cognitive elements would include knowledge and understanding of the concept of a force pulling an object towards the Earth; acceleration, mass and so on. The moment the student has developed understanding, she would be in a position to apply (psychomotor) – the acquired knowledge and skills in new situations. For example, she might want to see what would happen if something different was done to the same object – would it experience the same acceleration?

This learning process doesn't happen in an isolated context. It takes place during interactions with peers and teachers – what the model refers to as the affective domain. That is the elements of learning that affect emotional development. Elements of interest, motivation and values would help the student to appreciate the discussion and value the ideas as well as encourage her to develop social skills appropriate to working in groups. Eventually, development of this domain benefits broader communities and society as a whole.

Some researchers claim that integrating technology into teaching and learning improves students' grades. Others argue that technology makes little difference to how students perform because traditional approaches to teaching still predominate.

A lot of research in this area has focused on technology as a tool. But what is the value of technology as a medium to encourage interactions between parents, teachers and students – tapping into the affective domain – and ensure that students construct knowledge?

Myself and other academics from the Mauritius Institute of Education and London's Brunel University wanted to know how technology could be used to transform the teaching and learning process into an innovative, interactive environment that promotes students' cognitive development driven by the affective domain. So we embarked on a study that attempted to build a case for incorporating the affective domain in the teaching and learning of physics using technology.

A space to develop the affective domain

The study was carried out in two phases: exploratory and evaluative. The evaluative phase confirmed the findings made in the exploratory phase.

The exploratory phase involved one teacher, 22 students (all 13 and 14 years old) from a coeducational school situated in Mauritius' central region and 19 parents.

In the evaluative phase 31 students from an all-girls' school (in the same region as the first school), 15 parents and one physics teacher participated.

We developed a framework called the Pedagogical Technological Integrated Medium. It is founded on a well-documented framework, TPACK, which was created to facilitate the use of technology in schools. Our framework helps learners to create knowledge and develop an understanding of physics through interactions between teachers, students and parents.

We created an interactive website to monitor how parents, teachers and students were engaging with the framework. The site encompasses a series of home tasks (parent–student and parent-teacher interactions), in-class tasks (student-teachers) and out-of-school activities (parent-student-teacher interactions).

For instance, students used the website to consolidate their existing knowledge of measurement as a concept in physics. They did this in collaboration with their parents before attending classes.

The experiment showed that learners benefited enormously from the approach we had adopted. By creating the affective domain through interactions with their parents (at home) and teachers (at school), the students were able to construct physics knowledge. The added dimension was that we used technology as a medium to meet this end.

Benefits of our approach

The framework was well received by students, parents and teachers. One parent told us:

I was happy that my daughter was discussing with me and I encouraged her to complete all the tasks and to tell me if she had any difficulty.

Students said they wanted to do more activities and be provided with more notes on the website because this would help them "to learn better". One said,

I would like to try it first before learning it [the concept] at school.

The teachers were also happy. One said that, "the activities contained in the web lesson have helped me to understand in which specific areas students hold misconceptions". The teacher also hailed the chance to "innovate in my teaching".

Integrating the affective domain into our model has shown the potential of key educational stakeholders – parents, students and teachers – to collaborate. The teacher established a network with parents and learners and used the insights gained to construct her interactive lessons.

The schools we worked with are planning to use the website to sustain the interaction that's been developed between teachers, students and parents. We also plan to get more schools in Mauritius using this system.

The affective domain matters

Our study has provided evidence of a change in students' attitudes: they claimed to be interested, motivated and better prepared to learn new concepts in class.

It's been known for a long time that educational technology can offer opportunities for cognitive development in learning science. We've now proved that this isn't sufficient unless the affective domain forms an integral part of teaching and learning when technology is integrated into the process.

Yashwant Ramma receives funding from Mauritius Research Council.
 The affective domain - motivation, interest and values and their inter-relationships - forms an integral component in facilitating learners' construction of physics knowledge. Yashwant Ramma, Professor & Chair, Research, Mauritius Institute of Education Licensed as Creative Commons – attribution, no derivatives. tag:theconversation.com,2011:article/46995 2015-09-04T05:37:25Z 2015-09-04T05:37:25Z Post-16 education must be reformed to tackle damaging arts-science divide

Stop dividing children into arts and science specialists at an age when they are not ready to choose. Pete/Flickr, CC BY-SA

Education sits at the heart of our society – and politicians know it. When Tony Blair famously said "education, education, education" it was essentially an election slogan. We are constantly told by our politicians that English A levels are the "gold standard" in education. I say, maybe it's time for a rethink.

At the heart of the problem is the early specialisation in post-16 education. As a practising scientist I like to think that I can at least have some understanding of any science story presented in the news. But for a large proportion of the population that isn't the case; our society almost seems to believe that the situation is a virtue. If a politician says "I never could do maths" no one thinks "Philistine", whereas if they admitted to never having read any Shakespeare or Dickens the reaction would be very different. Why does our society think this is OK?

Science underpins so many decisions; political and personal. In our daily life and jobs, we increasingly need to use quantitative skills: the ability to interpret graphs, utilise spreadsheets and manipulate data. Our national academies recognise this, with a recent report from the British Academy to go with last year's Vision report from the Royal Society, both calling for all students to continue with some form of maths post-16.

This issue cuts both ways of course. Scientists need to be able to write and communicate better. Whether or not they can quote chunks of poetry, ancient or modern, is not the point. Scientists need to be able to write lucidly and put their work in context. Just about every branch of science is going to touch on the human condition and they need to be able to understand what their research means for the public. Some grasp of history, literature and social science could help them communicate this.

So in my upcoming Presidential Address to the British Science Association, I will be urging politicians to reconsider the structure of our post-16 education. England and Wales are unlike almost all other developed countries in our early specialisation. This leads to a damaging divide between arts and science.

 <img alt="" src="https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=839&fit=crop&dpr=1 600w, https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=839&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=839&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1054&fit=crop&dpr=1 754w, https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1054&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/93630/original/image-20150902-6155-ctzcwy.JPG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1054&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
 Maybe we could learn a thing to two from Renaissance artists like Leonardo da Vinci? wikimedia

Implicitly, at the point of choosing GCSE topics, a 14-year-old will see themselves heading off in one direction or the other. Schools sometimes appear to encourage this, perhaps for the simple reason of easing the timetable. A broader post-16 education would mean moving from the typically narrow choices of A levels to something akin to the European Baccalaureate system (or perhaps the Scottish Higher system), where more subjects are studied for longer.

The teaching shortage

Of course, all this would require an adequate supply of qualified teachers. Currently, however, we neither have enough teachers entering the profession nor staying on for long subsequently. This is a massive problem in many subjects.

In primary school teaching, many schools have no one qualified in science or with a maths degree (the Vision report says only 3% and 5% of primary school teachers have maths and science degrees or specialist teaching qualifications in those subjects respectively). In turn this creates a confidence problem: teachers who haven't looked at a maths problem since they were 16 are expected to teach numeracy skills they may feel unsure about themselves.

This problem is particularly acute when there is no one else with more relevant experience in the school to whom they can turn for specific advice. This is no criticism of the teachers themselves, but, when teachers have to teach beyond their own areas of confidence and competence, it is harder for them to stimulate the children and to answer their questions.

In the sciences a related problem occurs at secondary school. Teachers may be science teachers, but if their qualification is in biology it is tough for them to teach GCSE physics. Again, this is not meant to apportion blame to the teachers. The Institute of Physics has suggested we need 1000 more physics graduates a year entering the teaching profession if we are to reach a situation where a third of science teachers are qualified in physics – and it would still take 15 years.

To do this would need around a quarter of all physics graduates training as teachers each year. It is hard to imagine that happening, particularly given the level of salaries graduates can otherwise command.

England has this strange habit of splitting our children up into arts and sciences at an age when hormones are surging and peer pressure is liable to be at its most powerful. We should be pressing the government to modify our system so that all children keep studying a broad range of subjects post-16 – and providing adequate funding to do so. In time this would translate into primary school teachers with more confidence to enthuse the next generation in maths and science.

Furthermore, this change would empower everyone to be able to make better-informed decisions about the things that affect them in their everyday life and to make sure that day by day people are able to cope with the numeracy requirements of their jobs with confidence.

Athene Donald iwas Chair of the Royal Society's Education Committee from 2010-14 and was a member of the committee which produced the Vision report.
 Why are we splitting our children up into arts and sciences at an age when hormones are raging and peer pressure is so powerful? It's time for an overhaul of post-16 education. Athene Donald, Professor of Experimental Physics and Master of Churchill College, University of Cambridge Licensed as Creative Commons – attribution, no derivatives.


text: UncategorizedFeatured Content March 1, 2017March 1, 2017 Genie This is a featured content post. Click the Edit link to modify or delete it, or start a new post. Published by Genie Mind traveler, Life-long learner, Taken many paths, Lived in interesting places. I strive to be fair-minded and just. Curiosity makes life worth living! View all posts by Genie


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During spring break about two years ago, I jetted off from San Francisco to New Orleans, where I visited my sister in her freshman year at Tulane.
Being a guidebook junkie, my little sister was an excellent tour guide, devoting all her free time during that week to showing off her new city. Don't get me wrong–I'm no expert. But due to my sister's "local" knowledge, I gained some valuable insights about what to see and do in NOLA.


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Grandview senior Michaela Onyenwere already had all the individual accolades. A scholarship to UCLA. A McDonald's All-American. Colorado Gatorade player of the year, twice.
Saturday night at the Denver Coliseum, Onyenwere capped off her illustrious high school career with a Class 5A state championship, pouring in 25 points to propel No. 2 Grandview to a 61-32 victory over No. 9 Lakewood and the program's first state championship.
"I've been waiting four years for this, and all the hard work has finally paid off," Onyenwere said. "I'm just so glad that I can do it with these group of girls, who have made me a better player on the court."
In a fast-paced game from the opening tip, the underdog Tigers (22-6) hung tough for the first part of the first quarter. But Onyenwere and the Wolves (27-1) were soon flexing their athleticism in the open floor, and doing so often, during an 8-0 run to take an 18-9 lead into the second.
The next eight minutes were much of the same, with Grandview — which did not lose to an in-state opponent all season and finished with 19 victories by 20 points or more — stepping on the gas with suffocating defense to open up a 39-21 lead heading into the locker room. Onyenwere had 21 points in the first half, shooting 8-for-8 from the field and 2-for-2 from the free-throw line.
"We knew defense would win us this game," Onyenwere said. "Lakewood's a great team with tall girls, and our defense led to a lot of the offense in the second half, which led to some big runs."
Lakewood battled in the second half but could never get back within single digits as Grandview led from start to finish. Junior forward Camilla Emsbo paced the Tigers with 20 points to close a transcendental ride to the championship game for Lakewood.
In addition to losing star guard Mackenzie Forrest to a car crash after last season's state tournament, assistant coach Joe Poisson passed away unexpectedly six weeks after Forrest. Yet from tragedy the Tigers grew stronger, with Camilla Emsbo, Kira Emsbo and Hannah Renstrom catalyzing Lakewood to its first-ever title appearance.
Meanwhile, despite the graduation of Onyenwere — who finishes as the fourth-leading career scorer in Colorado girls basketball history — Grandview will again be at the forefront of the title race next winter. The Wolves return a number of players who succeeded in the biggest moments Saturday, including junior forward Leilah Vigil, junior point guard Jaiden Galloway and sophomore center Alisha Davis.
"I'm just really proud of the way this group stayed focused all season long," Grandview coach Josh Ulitizky said. "And it was much more than Michaela's play that won us the title. It was a consistent team effort all year, because we've really taken a lot of pride in our depth."
MVP: Michaela Onyenwere, Sr., Grandview
Leilah Vigil, Jr., Grandview
Camilla Emsbo, Jr., Lakewood
Fran Belibi, So., Regis Jesuit
Sydney Mech, Jr., Cherry Creek
Lakewood: 9 12 9 2 — 32
Grandview: 18 21 9 13 — 61
Lakewood — C. Emsbo 8 2-2 20. Barron-Nicoletti 0 0-0 0. Woodhead 0 0-1 0. Renstrom 1 0-0 2. Woodhouse 0 0-0 0. Carbone 0 0-0 0. K. Emsbo 3 1-7 8. Heayden 1 0-0 2. Trevizo 0 0-0 0. Sabala 0 0-0 0. Coleman 0 0-0 0. Totals 13 3-10 32.
Grandview — Brown 1 0-0 2. Galloway 3 0-0 6. Davis 2 1-2 5. Smith 0 0-0 0. Onyenwere 9 7-7 25. Brown 0 0-2 0. La. Hudson 0 0-0 0. Marlett 1 2-2 5. Le. Hudson 4 0-0 10. Vigil 4 0-2 8. Serrano 0 0-0 0. Kelly 0 0-0 0. Totals 24 10-15 61.
3-pt. goals: C. Emsbo 2, K. Emsbo; Le. Hudson 2, Marlett.


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One of the more complicated business challenges is to identify, contact and structure relationships with business partners and alliances. In many instances, such partnerships are critical in order to ensure an effective market-entry strategy and/or to create an entity which has the required skills and assets to pursue specific business opportunities (e.g. in the context of large tender projects). In order to ensure an effective partnership strategy it is necessary to:
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At first glance this did not seem like the type of book that I would read. Even if it is not something that I would normally read, I still very much enjoyed reading it. This book was funny and it had a really cool perspective of what it is like working on the set of TV shows. It is about Piper Day, a nurse who just got a job as a studio nurse. Piper has to learn the ins and outs of the studio while trying to avoid George Clooney who seems to show up everywhere. Throughout all this she is trying to find a boyfriend. I found this book to be a fun easy read. The characters really stuck with me after I finished reading it. When I was reading my next book, I was still thinking about the characters. If you are looking for a funny, happy book, this one is for you.
by Vanessa Fewings


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Sophia graduated from MIT in 2011 with a B.S. in Mathematics with Computer Science (course 18c).
She is currently a cryptographer and software engineer at MIT Lincoln Laboratory.
She is also pursuing her graduate studies in Cryptography at Boston
University, where she is looking at new multi-party computation schemes,
as well as exploring authenticated data structures (specifically,
accumulator constructions).
Sophia has an Erdös number of 4. (She co-authored with Emily Shen, who co-authored with Ron Rivest, who co-authored with Nathan Linial, who co-authored with Paul Erdös.)


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We have a new website
go to gov.scot
Register to receive email news alerts, daily digest, weekly roundup or Topic newsletters.
Social Disadvantage Research Centre Department of Social Policy and Social Work University of Oxford
Scottish Indices of Deprivation Main ReportScottish Indices of Deprivation MapsScottish Indices of Deprivation Data (excel file)
The views expressed in this report are those of the researchers and do not necessarily represent those of the Department or Scottish Ministers.
Page updated: Tuesday, April 04, 2006


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Obituaries » Mr. Paul Gerard
Mr. Paul Gerard
July 29, 1949 - April 4, 2018
Service Date: April 9, 2018
Funeral Home Comeaux Community Funeral Chapel
Interment Houston National Cemetery
Church Starlight Missionary Baptist Church
Monday (04/09): Viewing – 9AM to 11:15AM; Comeaux Community Funeral Chapel; Visitation – 12PM noon to 2PM; Funeral Service – Starlight Baptist Church; Interment – Houston VA National Cemetery
Search #PGerard and #Comeaux on social media
Paul Gerard, 68, of Beaumont, TX passed away on Wednesday, April 4, 2018 at Jefferson Nursing Home in Beaumont.
He proudly served his country as a U. S. Army Vietnam veteran. He worked as a carpenter through the Carpenter's Local Union.
Paul was preceded in death by his parents, Ernest, Sr. and Asame Gerard, and his siblings, Ernest Gerard, Jr., Joseph Gerard, James Gerard, Mary Catherine Taylor and Grace Thomas.
Heartfelt memories are left to his brothers, John Gerard, Sr., George Gerard (Alberta), and Nelson Gerard (Verna); sisters, Susan A. Gerard, Elaine Cassimere and Ernestine Roberson; a host of nieces and nephews; great nieces and great nephews; other relatives and friends.
On Monday, April 9, 2018 at Comeaux Community Funeral Chapel there will be a viewing at the funeral home from 9 a.m. – 11:15 a.m.
At Starlight Baptist Church, visitation will be at 12 noon until the home-going service at 2 p.m. He will be laid to rest at the Houston VA National Cemetery, Houston, TX.


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Explosions rock Texas capital – cops swamped with 34 'suspicious package' calls
Fatalities, injuries after 3 separate blasts in Austin
A teenager has been killed and two women injured after two package explosions rocked Austin, Texas, on Monday.
The two explosions come just weeks after a similar blast killed an Austin man just weeks ago. Authorities believe all three explosions are connected.
The suspect or suspects remain at large. Police have not released a description of the suspect(s) or a vehicle.
The first explosion in East Austin killed a 17-year-old at the scene and injured a woman who is believed to be in her 40s. That incident happened at a home located in the 4800 block of Oldfort Hill Drive at 6:45 a.m.
Officials say the teen found the package on the doorstep, took it inside and opened it in the kitchen, where it exploded. Authorities with the FBI and the Bureau of Alcohol, Tobacco, Firearms and Explosives are on the scene.
The home reportedly received "significant" damage from the blast.
Police believe the package was not handled by the U.S. Postal Service or private mail carriers. It was placed on the doorstep in a manner that was similar to another blast this month.
Hours after the first blast, a second package explosion went off.
Medics transported a 75-year-old woman to Dell Seton Medical Center after she retrieved an exploding package outside her home. She has serious and potentially life-threatening injuries, according to the Austin American-Statesman. A woman in her 80s is reportedly being treated for an "unrelated medical issue."
Emergency responders were dispatched to the 6700 block of Galindo Street in Southeast Austin at 11:49 a.m. local time.
In addition to the two reported explosions Monday, the city saw a third blast in Northeast Austin on March 2 that killed one man. All three explosions involved packages and were located within 16 miles of each other.
Austin Police Chief Brian Manley said the March 2 explosion and the first one Monday appeared similar and are likely related.
"We believe these cases are linked at this time," Manley said.
Interim @chief_manley: If you receive a package you're not expecting, CALL 911 IMMEDIATELY! DO NOT OPEN. #Austin Police, FBI & ATF investigating second package explosion today; third this month. pic.twitter.com/povbUztf8a
— Jeff Stensland (@JeffStensland) March 12, 2018
Austin residents are being asked to call 9-1-1 if they receive unexpected packages on their doorsteps. As of Monday evening, police had received at least 34 "suspicious package" calls since around 8 a.m.
Neighbor Cynthia Burdett, who lives near the location of the early blast Monday, told Fox 7 she's in "total shock" because the situation is "very scary."
"I checked my house first of all to make sure nothing was on fire, I did look outside at that point and next thing I knew police were knocking at the door saying that there was a suspicious package, one had exploded and that I needed to leave the house," she said.
Burdett said her neighbors who live in the home that received the explosive package are "church-going people" who are "a very good family."
The first of the three explosions killed Anthony Stephan House, 39, in the early morning hours on March 2. The blast came from a package on House's doorstep, which is located about 12 miles away from the location of the first blast Monday. That incident was classified as a homicide.
Chief Manley said the first two blasts happened at the homes of African-Americans so officials "cannot rule out hate crimes." At this time, there's no other evidence indicating hate crimes, other than the victims' race, he said.
Manley later added: "Assigning a motive is not possible at this stage in the investigation. We will leave no stone unturned because we will not allow this to go on in this city."
Austin police and federal authorities are attempting to rebuild the explosive device that killed House to determine who made the device.
Manley said investigators have figured out what the first device was, but they're withholding some details "to protect the integrity of the investigation."
"We will not tolerate this in Austin," Manley said.
The police chief urged citizens not to panic, but he said: "[It's] imperative that you come forward if you know something. We have innocent people being hurt."
The explosions took place just as Austin hosts is South by Southwest music, film and technology festival. Hundreds of thousands of visitors have traveled to the city for the event.
Texas Gov. Greg Abbott and his office's Criminal Justice Division are offering up to $15,000 for information leading to arrest of the suspect(s).
To collect the reward, tips must be submitted to Texas Crime Stoppers by:
- Calling Texas Crime Stoppers at 800-252-8477.
- Texting the letters "DPS" and your tip to 274637.
- Submitting a web tip through the Crime Stoppers website.
- Submit a tip through the DPS mobile app.


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Lone Star College North Harris News
Published on: May 21, 2009
LSC-North Harris Nursing Program receives $10,000 from Houston Northwest Medical Center Auxiliary
Helping to fill the critical nursing shortage, the Houston Northwest Medical Center Auxiliary continued its support of Lone Star College-North Harris nursing program when Auxiliary President Judy Brown recently presented a $10,000 scholarship donation to college officials.
For more than 30 years, LSC-North Harris has received a generous scholarship for nursing students from the Auxiliary members. This years $10,000 gift brings the groups overall donations to more than $350,000, says Dr. Bennie Lambert, LSC-North Harris vice president student services.
The college has been successful in recruiting and retaining nursing students to fill todays high demand for nurses and other health care professionals. However, nursing courses are very rigorous and the required medical books are expensive. That is why we are extremely grateful for the Auxiliarys generous donation. These funds consistently help students in our nursing programs to stay committed to finishing their degrees, says Connie Zibilske, LSC-North Harris financial aid coordinator.
The scholarship funds are produced by a dedicated group of Houston Northwest Hospital Auxiliary volunteers, who manage the small 15- by 25-foot hospital gift shop within medical center. The shop is brimming with stuffed toys, balloons, flowers, candy and other items, whichwhen purchasedadds sunshine and comfort to patients confined at the hospital.
LSC-North Harris offers a wide variety of allied health care programs including: associate degree nursing, LVN to RN transition, pharmacy technology, professional medical office, paramedic to RN transition, health information technology including medical transcription certification and coding certification, and emergency medical services.
Lone Star College-North Harris is located at 2700 W.W. Thorne Drive, one-half mile south of FM 1960 East, between Aldine-Westfield and Hardy Roads. For more information about the college, call 281.618.5400 or visit: NorthHarris.LoneStar.edu.
Lone Star College System consists of five colleges, including CyFair, Kingwood, Montgomery, North Harris, and Tomball, six centers and Lone Star …


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Vizianagaram Horticulture Department Recruitment 2018
Vizianagaram Horticulture Department Recruitment 2018
Vizianagaram Horticulture Recruitment 2018 – eleven MPEO (Multi Purpose Extension Officer) Posts can be going to launch the Recruitment of eleven posts of Multi-Purpose Extension Officer. All Eligible candidates need to Apply on line via its Official Website www.Gmers.Gujarat.Gov.In. Candidates can follow Online earlier than 14-02-2018. Other Details Like training qualification, age restriction, choice process, application charge & how to observe, important links, syllabus, admit cards, outcomes,
Vizianagaram Horticulture Department Recruitment Notification 2018
- Name of The Organization Vizianagaram Horticulture
- Name of Posts MPEO Multi Purpose Extension Officer
- No of Posts 11 Posts
- Job Category Government Jobs
- Job Location Andhra Pradesh
- Application Mode Online Process
- Last Date 22-02-2018
- Website www.Vizianagaram.Nic.In
Vacancy Details of Vizianagaram Horticulture MPEO Jobs 2018
Multi-Purpose Extension Officer -11
Eligibility Criteria for Vizianagaram Horticulture Dept MPEO Jobs 2018
Candidate need to have completed B.Sc (Horticulture/Agri) OR Horticulture Polytechnic Diploma/B.Sc (BZC).
Age Limit
Minimum Age : 18 Years
Maximum Age ; forty years
Pay Scale
Selection Process
Merit Basis – 80%
Interview – 20%
Application Fee
Refer Official Notification
How to Apply for Vizianagaram Horticulture Department Latest Recruitment 2018
- Visit the professional website vizianagaram.Nic.In
- Hunt for the Vizianagaram Horticulture Recruitment Notification 2018 on the main internet site
- Open it and click on it.
- A new window will exist and ask to go into the information
- Register the complete information as according to the task norms.
- Submit and take a printout
- The envelope have to be superscribed at the pinnacle with "APPLICATION FOR THE POST OF ____"
- Address
- Horticulture Manager, 1st Floor,
- Collector Complex, Vizianagaram – 535 003
Important Dates
Last Date For Submission Of Online Application: 22-02-2018
Important Links
Vizianagaram Horticulture Department Recruitment 2018 Reviewed by Pamu Chaithanya on 11:45 AM Rating:


text: September 9, 2018: A huge amount of illegal timber seized in Rangjuli. Forest officers led the operation against smugglers in Kankota and Kheropara forest area at night. Officers informed that they seized around worth 2.5 lakhs illegal timber. They also informed that smugglers kept the timber under river and were planning to smuggle it since few days. All the smugglers escaped from the officers after they came to know about the operation.  Â


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SOUPLIS, Andris1634 - 1726 (92 years)
Name SOUPLIS, Andris Born 1634 France Gender Male Biography
BIOGRAPHY: The SUPPLEE FAMILY. The pioneer of the Supplee family in America was Andris Souplis, a Frenchman, born in France, in the year 1634, a man of distinguished parentage, a soldier, an officer in the French army, and also a Huguenot.
Andris Souplis left France in 1682 and went to Germany from which he sailed in 1683, and, with a party of German emigrants, came to America, settling in the present Germantown the early part of 1684.
He was a man of great intellilgence and ability, and was held in high esteem by William Penn, who was then residing in Philadelphia, and was Governor of the Province of Pennsylvania.
With his wife, Anneckie, he settled in Germantown, where, in 1691, he became the first sheriff of Philadelphia County.
They had five children, as follows, in the order of birth: Bartholomew, Margaret, Andrew, Ann and Jacob.
In his will dated March 25, 1724, he states that he was aged, but of sound mind and good health. He also states that he was then living upon his plantation in Kingsessing Township, Philadelphia County, in the Province of Pennsylvania.
His property was on the west bank of the Schuylkill River south of present day Baltimore Avenue. A part of his property is now in Bartram's Garden, which is located on Elmwood Avenue, west of 54th Street.
He died in the early part of the year 1726, aged ninety-two years. His wife survived him.
He relocated to Kingsessing Township, Philadelphia County. His property was on the west bank of the Schuylkill River south of present day Baltimore Avenue.
Emigrated 1682 France Germany Emigrated Oct 1683 Germany America Moved Norristown, Montgomery, Pennsylvania, United States Residence 1684 Germantown, Philadelphia, Pennsylvania, United States
- Andris Souplis was a pioneer settler of Germantown. He was one of the many French Huguenots who, when driven out of France, sought refuge in Germany. The later years of his life were spent in the Kingsessing district, now West Philadelphia. There he died in 1726.
Occupation 1691 Philadelphia, Philadelphia, Pennsylvania, United States was the Sheriff Religion Huguenot Residence 1724 Kingsessing Township, Philadelphia, Pennsylvania, United States
- He relocated to Kingsessing Township, Philadelphia County. His property was on the west bank of the Schuylkill River south of present day Baltimore Avenue.
Will 25 Mar 1724 Kingsessing Township, Philadelphia, Pennsylvania, United States _UID 75A48B6815857044989610753AA83D416D63 Died 1726 Person ID I1324 Milton Families Last Modified 15 Dec 2010
Family Anneckie (1), d. Yes, date unknown Children 1. SUPPLEE, Jacob, b. 1680, d. 17 Oct 1749 (Age 69 years) 2. SUPPLEE, Bartholomew, b. 1682, d. Yes, date unknown 3. SUPPLEE, Margaret, b. 1682, d. 1744 (Age 62 years) 4. SUPPLEE, Ann, b. 1682, d. 1741 (Age 59 years) 5. SUPPLEE, Andrew, b. 1688, Germantown, Philadelphia, Pennsylvania, United States , d. Sep 1747 (Age 59 years) 6. SUPPLEE, Catherine, b. 1693, d. Yes, date unknown Last Modified 27 Jan 2019 Family ID F410 Group Sheet | Family Chart
Event Map = Link to Google Earth
- [S12] Biographical Annals of Montgomery County, PA.
- [S12] Biographical Annals of Montgomery County, PA.