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I am writing this letter with intentions of helping someone understand how brokenhearted a father is when I go to visit my daughter's grave and I find that her flowers and a very personal item that was handmade by a good friend just for her grave is stolen.
It's hard enough grieving over the loss of my precious daughter, and the pain of some heartless person stealing from her grave only adds to my grief.
I may not see who you are but I do know that my Heavenly Father sees all and he will take care of your actions somehow.
On June 6, I was in Salem and Roanoke where I became aware of gas prices at $3.19 and $3.12 per gallon.
Why are prices in Galax and Independence, at the least, 20 cents per gallon higher?
Retailers cannot "cry" that it's transportation costs, surely.
The mayor of Galax should be insisting that service station owners reduce prices. There are people who live on fixed income that have to pay rent, mortgage, buy groceries and visit medical facilities for health care.
Everyone who can should write to the mayor.
Local governments spend an enormous amount of time and resources trying to recruit new businesses and industries to come to the area, sowing seeds of future growth by flying in CEOs and cultivating relationships with potential employers.
Whether these efforts bear fruit is unpredictable, so it is always encouraging when a local idea sprouts, without the labor-intensive process of recruitment.
Such was the case with the new owners of the old Sawyers Furniture plant in West Galax, a building that had sat vacant for 15 years on Kenbrook Drive.
A friend of mine that I went through grade school with in Hillsville many, many, years ago sent me the clipping about the old Bottle House that Dr. Hope built years ago.
Some of us as Girl Scouts and Brownies had many wonderful times in this building. There were all kinds of birthday parties, etc., held there when we were kids and Hillsville was still a one-horse town.
I truly hope the town will buy the property and keep the "Bottle House" as a tourist attraction.
I'm getting so sick and tired of hearing all these "Christians" talk about how bad Obama is for supporting gay marriage!
I understand it's in the Bible that it's not supposed to happen, but — hello. Look around!
There's not one person that even comes close to following everything right! And why is it anyone's business who is in love with who?
Thank you to everyone in the Fifth District for giving me the opportunity to serve you in the Virginia House of Delegates. It is an honor and responsibility that I do not take lightly.
I am working to represent everyone in our area, regardless of political party or geographical location.
Should you have problems with a Virginia state agency or simply need help locating the appropriate contact person within a particular branch of Virginia government, I hope you will contact me.
Melinda Burris works for the Galax Department of Social Services
A proposed $7 million safety project in Carroll County for 12 miles of Interstate 77 from the North Carolina line may not be the best solution to the road problems.
If there is low percentage of adherence to signage, then the project would be a waste of money.
I believe that any kind of squad cars running with traffic in dangerous weather, or at any other time, would be more effective.
However, it would be impossible to shift VDOT budget money into highway patrol, but consider these calculations.
Copyright © 2018
The Galax Gazette is your source for local news, sports, events and information in Galax, Grayson, Carroll, and surrounding areas.


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Need to sort things out for your career and life? Want some help to tackle the big questions strategically while getting practical guidance to move you to the next steps.
Then come to an informal free intro session to see learn about our unique approach and how you can leverage Centerpoint's expertise in helping you envision a more fulfilling life and achieve your goals.
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We offer these complimentary sessions every other Tuesday at 6pm, and Thursday at 12pm noon.

subset: commoncrawl


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create-icfrequency.pl - This program sums the frequency counts of the CUIs from a specified set of sources in plain text.
This program sums the frequency counts of the CUIs from a specified set of sources in plain text. The CUIs are determined by mapping the words in the text to CUIs in the UMLS using the strings in the MRCONSO table or MetaMap.
Usage: create-icfrequency.pl.pl [OPTIONS] OUTPUTFILE INPUTFILE
The output file contains frequency counts for CUIs in the following format:
SAB :: (include|exclude) <sources> REL :: (include|exclude) <relations> N :: NUMBER CUI<>freq CUI<>freq ...
File containing plain text.
Output the semantic type of the CUIs and their frequency counts. The concepts are determined based on the source/relations in the configuration file so I would recommend using UMLS_ALL with the PAR/CHD/RB/RN relations unless you are certain of your source.
The text contains compounds depicted by an underscore. For example, the term blood_pressure would be counted as a single term rather than blood and then pressure.
Obtains the CUI counts using the term counts. This is the default.
This option takes the two digit year of the version of metamap that is being used. For example, --metamap 10 would use ./metamap10 to call metamap to tag the text.
This obtains the CUI counts using MetaMap. This requires that you have MetaMap installed on your system. You can obtain this package:
These frequency counts are used to obtain the propagation counts. The format is similar to the output of count.pl from Text::NSP using the unigram option.
This is the configuration file. The format of the configuration file is as follows:
SAB :: <include|exclude> <source1, source2, ... sourceN>
For example, if we wanted to include on those CUIs in the MSH vocabulary:
SAB :: include MSH REL :: include RB, RN
or maybe use all the CUIs except those in MSH:
SAB :: exclude MSH
If you go to the configuration file directory, there will be example configuration files for the different runs that you have performed.
Username is required to access the umls database on MySql Note: if --username is specified the --password is also required.
Password is required to access the umls database on MySql Note: if --password is specified the --username is also required.
Hostname where mysql is located. DEFAULT: localhost
Database contain UMLS DEFAULT: umls
Sets the UMLS-Interface debug flag on for testing
Displays the quick summary of program options.
Displays the version information.
The Information Content (IC) is defined as the negative log of the probability of a concept. The probability of a concept, c, is determine by summing the probability of the concept ocurring in some text plus the probability its decendants occuring in some text:
For more information on how this is calculated please see the README file or the perldoc for create-icpropagation.pl
If you have any trouble installing and using CreatePropagationFile, please contact us via the users mailing list : firstname.lastname@example.com You can join this group by going to: http://tech.groups.yahoo.com/group/umls-similarity/ You may also contact us directly if you prefer : Bridget T. McInnes: bthomson at cs.umn.edu Ted Pedersen : tpederse at d.umn.edu
Bridget T. McInnes, University of Minnesota
Copyright (c) 2007-2011,
Bridget T. McInnes, University of Minnesota bthomson at cs.umn.edu Ted Pedersen, University of Minnesota Duluth tpederse at d.umn.edu Siddharth Patwardhan, University of Utah, Salt Lake City firstname.lastname@example.com Serguei Pakhomov, University of Minnesota Twin Cities firstname.lastname@example.com
This program is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License as published by the Free Software Foundation; either version 2 of the License, or (at your option) any later version.
This program is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General Public License for more details.
You should have received a copy of the GNU General Public License along with this program; if not, write to:
The Free Software Foundation, Inc., 59 Temple Place - Suite 330, Boston, MA 02111-1307, USA.


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IBM Workplace Collaborative Learning V2.7 is the latest release of IBM's collaborative learning management product. As in previous releases, it provides support for the management and delivery of e-learning course packages that are compliant with the SCORM 1.2 and AICC standards.
Version 2.7 introduces a number of new features and improvements to the learning content management area. For example, you can now import courses using three separate mechanisms, each targeted at a particular usage scenario. Also, management of content servers has been greatly simplified, and support has been added for multiple independent content servers within a single Workplace Collaborative Learning deployment.
This article describes the new learning content management features, explains how to use them, and helps you decide how best to manage learning content in your organization.
Lifecycle of a learning course package
There are four main stages in the lifecycle of an online course in Workplace Collaborative Learning V2.7 (see figure 1):
- Authoring
- Import
- Deployment
- Delivery
Figure 1. Lifecycle of a learning course package
The Authoring stage involves creating an e-learning course package, typically with an authoring tool such as the IBM Authoring and Assembly Tool. During the Import stage, the course package is copied into the learning system and registered with it, allowing it to be used to create course offerings.
The Deployment stage occurs when a course offering is created. The contents of the course package are sent from the learning server to one or more content servers, and the course is made available to users for enrollment. After enrolling in the course, users launch the final stage in the course package lifecycle, Delivery. The content server delivers the course, and the learning server records progress information.
This article focuses on the Import and Deployment stages of the content lifecycle. You can skip the Authoring stage by purchasing course material from a third-party vendor, and the Delivery stage is largely user driven, but the Import and Deployment stages require the involvement of a learning administrator. Understanding the details of the operations carried out during these stages makes the process far simpler to manage.
Import process
The Import process lets you to take an e-learning course package created with the Authoring and Assembly Tool -- or purchased from a course vendor -- and register it with the learning system. This requires the course package to be transferred to the learning server, parsed, and then registered in the Masters Catalog in the learning application. Depending upon the number of courses you want to import, you can initiate this process in three different ways, described in the sections that follow.
Using the Course Upload portlet
If you want to import a single course package or a small number of course packages, the Course Upload portlet is the easiest way to do so. It provides a wizard interface to the import process, letting you upload and register a course in a series of simple steps.
To import a course package using the Course Upload portlet, follow these steps:
- Log into IBM WebSphere Portal as a user with Learning Administrator privileges.
- Open the Workplace Collaborative Learning application by clicking the Launch button and selecting Collaborative Learning.
- Expand the Catalog Management section of the Learning Management menu, and then click Course Upload.
- In the Course Package Upload portlet, click the Browse button next to the Course Package field; a file selector window opens.
- Select the course package file from your local file system, and then click the Continue button.
- A progress screen displays as the course package is uploaded to the learning server and parsed.
- Once the upload is complete, a screen displays in which you can specify details of the uploaded course. The default values on this screen are those the course author specified when creating the course package. In most cases, they can be left unchanged.
- The lower section of the screen lets you select a folder in the Masters Catalog in which to save the imported course. You can select a folder by clicking the radio button to the left of its name, or you can open a folder by clicking its name. You cannot create new folders from this screen.
- If you have not yet defined a structure for your Masters Catalog, select the radio button to the left of the Masters Catalog folder to save the course master to the root folder.
- Click the Continue button. A summary screen shows the details of the newly imported course master. If you want to receive these details by email, enter your email address in the Email Addresses field. The import is now complete.
You can return to the start of the import process by clicking the Done button, or you can proceed to the Masters or Offerings Catalog by clicking the appropriate button.
Using the Spreadsheet Loader portlet
If you want to import a large number of course packages without having to enter their details into the Course Upload portlet in a repetitive manner, you can use the Spreadsheet Loader portlet to import them in a single bulk operation.
When you use this mechanism, you must first copy all the courses you want to import to an FTP server. You then enter details of each course and the location from which it can be downloaded into a spreadsheet. Finally, you upload the spreadsheet to the learning server, which copies the courses from the FTP server and imports them into the system (see figure 2).
Figure 2. Using the Spreadsheet Loader portlet to import course packages
Before using the Spreadsheet Loader portlet, you need the following:
- An FTP server
- An account on the FTP server with read and write permissions
- The user name and password required to log in to this account
Follow these steps to import a large number of courses using the Spreadsheet Loader portlet:
- Copy all the course package files you want to import onto the FTP server. Note the location to which you copy them.
- Log into WebSphere Portal as a user with Learning Administrator privileges.
- Open the Collaborative Learning application by clicking the Launch button and selecting Collaborative Learning.
- Expand the Data Loader section of the Learning Management menu, and then select Spreadsheet Loader. (If this is the first time you've used the Spreadsheet Loader portlet, you must enable it by clicking the Enable Data Loader button.)
- Download a template spreadsheet to be used for course import by clicking the Masters.csv link in the list of Spreadsheet Templates. Save this file to a location on your local file system.
- Using a spreadsheet editor, open the saved Masters.csv file and fill it in. Create one line for each course package you want to import. Enter the values in each column as described in Table 1.
Table 1. Fields required by the Spreadsheet Loader portlet for import of course packages
|Column name
|Description / value
|The name of the course to be used in the Masters Catalog.
|(Optional) A description of the course to be displayed in the Masters Catalog.
|Course Number
|This number must be unique among all courses imported into the learning system.
|(Optional) A semicolon-separated list of keywords to identify the course.
|Expiration Date (YYYYMMDD)
|Course Type (wbt/ilt)
|Always enter wbt here. Note that it is case sensitive.
|Folder Name
|The folder in the Masters Catalog into which the course should be saved, relative to the Masters Catalog root folder. Separate folders by using forward slashes (for example, Security Training/SSL)
|Master Language (ISO Identifier)
|(Optional) The language used by the course (for example, en_US).
|The fully qualified host name of the FTP server from which the course package can be downloaded.
|The user name for an account with read access to the FTP server specified previously.
|The password for the account specified previously.
|The path to the course package file on the FTP server relative to the root directory for the account specified.
|Notification List
|(Optional) A comma-separated list of email addresses to notify after import of this course has completed.
|Notification Locale (ISO Identifier)
|(Optional ) The language to use in the notification email (for example, en_US).
- From the Spreadsheet Loader portlet, click the Browse button to the right of the Spreadsheet (CSV) field.
- Select the saved CSV file that contains the details of the courses you want to import.
- Select Create Masters from the Type drop-down list, and then click the Upload Spreadsheet button.
- After a brief delay, a summary of the contents of your spreadsheet displays. If you want to be notified of the outcome of the import operation, enter an email address in the E-mail field, and then select either the "When the operation has completed" option or the "When the operation has started and when it has completed" option, depending upon when you want to be notified.
- Enter an identifier for the import task in the "Insert a task ID for this operation" field. This identifier is used to uniquely identify this import operation and is included in notifications relating to the operation.
- Click Submit CSV Data.
Because the import operation is processed asynchronously, there may be some delay before it completes. If you opted to receive notification, you receive an email when the import is complete. Otherwise, periodically check the contents of the Masters Catalog; once the courses from your spreadsheet appear there, they are ready to use.
Using the Command Line Import tool
The Command Line Import tool lets you control the course import process from a Microsoft Windows command prompt. This is most useful in situations where you need to launch the Import process from a script or batch file that is executed without user intervention. Unlike the other Import mechanisms, a course master is not saved in the Masters Catalog when you use the Command Line Import tool; instead, it creates an unregistered course master, which must be registered separately. You can do this manually through the Catalog Management UI or programmatically using a custom client over the Workplace Collaborative Learning public APIs.
The Command Line Import tool is available as part of the Workplace Collaborative Learning Command Line utilities, which are placed in the WebSphere\PortalServer\Learning\learningserver\utils directory on your learning server following installation. To access the utilities and prepare them for use, follow these steps:
- Copy the commandline-utilities.zip file from your learning server to a client machine, and then extract it to a new directory, for example, C:\CommandLineUtils.
- Ensure that you have a Java Virtual Machine (JVM) installed on your client machine and that the JAVA_HOME environment variable points to the location where this is installed.
- Open a command prompt, and then navigate to the directory from which you extracted the Command Line utilities. In the previous case, you can do this by running the following command:
cd C:\CommandLineUtils
- Navigate to the bin directory by running this command:
cd bin
- Verify that the utilities are properly installed by running the climp -? command. A summary of available Command Line options displays.
To import a course using the Command Line Import tool, you need to gather the following details:
- The URL through which the learning server's import utility can be accessed. For example, if you normally access the learning server through http://learningserver.example.com/wps/portal, the URL for the import utility is http://servername.example.com/lms-lmm/import.
- The user name and password of an account on the learning server with Learning Administrator permissions.
- Details of an FTP server accessible from both the client machine and the learning server.
- The user name and password of an account with read and write access to the FTP server.
- An email address to which notification of the results of the import operation should be sent.
- The path to the course package file on the client machine from which the Command Line Import tool is run.
After you have installed the Command Line utilities and gathered the required details, you can import a course using the Command Line Import tool by running the code shown in listing 1.
Listing 1. Importing a course
climp -cm <learning server URL> -cmu <Learning Administrator username> -cmp <Learning Administrator password> -ftp <FTP server hostname> -ftpu <Username on FTP server> -ftpp <Password on FTP server> -u -e <Email address to send notification to> <Path to course package file>
As an example:
climp -cm learningserver.example.com -cmp learningadmin -cmp adminpassword -ftp ftpserver.example.com -ftpu ftpuser -ftpp ftppassword -u -e email@example.com c:\coursepackage.zip
After you've imported a course into the learning server, you must create a course offering so that users can enroll in and launch the course. From a user's point of view, creating a course offering simply adds the course to the offerings catalog; however, at the back end, this operation also triggers deployment of the course from the learning server to a content server.
Deployment involves the transfer of the contents of the course package from the learning server file system to one or more content locations associated with the content server assigned to the offering.
Content server architecture
Before you begin to create offerings of your course masters, you must first decide on a content server architecture for your Workplace Collaborative Learning installation. Answer these questions:
- Do you have users who are mainly located in the same geography as the learning server, or are users more widely distributed?
- Do you require failover support for delivery of courses?
- Do you want to be able to report on the progress of all users taking a particular course in a single operation, or do you want to split up reporting by geography?
- Do you intend to deliver bandwidth-intensive courses or small courses?
Based on your answers to these questions, you can determine the content server architecture that best suits your needs.
Following a standard installation of Workplace Collaborative Learning, a single content server is defined that uses the learning server file system to store all course content and uses the learning server's built-in HTTP server to deliver it. Although this architecture is fine for a proof-of-concept, single-machine system or an installation that serves a small number of users, it is not adequate for larger installations or for systems in which a cluster of learning servers is used.
Figure 3 shows the basic recommended configuration for the single content server and defines a single content server backed by a single content location. You typically implement this configuration using a standalone HTTP server as the content server with the content location accessed using an FTP or FTPS server running on the same machine as the HTTP server. Alternatively, the content server's file system could be mounted on the learning server.
Figure 3. Recommended configuration for the single content server
Table 2 shows an example of the servers and services used in a single content server architecture.
Table 2. Servers and services used in a single content server architecture
|Main function
|Server name
|Learning server
|Learning application:
|Content location/content server
|FTP server (for content deployment):
HTTP server (for content delivery):
A configuration supporting a clustered content server is illustrated in figure 4. It defines a single content server with four separate content locations, allowing load balancing to be implemented between the different content locations and providing continued access should one or more of the content locations fail. The content locations are typically implemented with four machines, each running an HTTP server for content delivery and an FTP server for content deployment.
Figure 4. Recommended configuration for a single clustered content server
The content server most likely is a reverse proxy, balancing requests between the different content locations. Table 3 provides an example of the servers and services used in a single clustered content server architecture.
Table 3. Example servers and services for a single clustered content server architecture
|Main function
|Server name
|Learning server
|Learning application:
|Content location 1
|FTP server (for content deployment):
HTTP server (for content delivery):
|Content location 2
|FTP server (for content deployment):
HTTP server (for content delivery):
|Content location 3
|FTP server (for content deployment):
HTTP server (for content delivery):
|Content location 4
|FTP server (for content deployment):
HTTP server (for content delivery):
|Load balancer / content server
|HTTP load balancer redirecting to one of the four content locations:
Finally, let's look at the configuration involving multiple clustered content servers as shown in figure 5. It is broadly similar to the single clustered content server configuration with the main difference being the presence of several independent content servers, each of which serves users located in a separate geography. This architecture is intended to support situations in which groups of users are based in different locations and bandwidth requirements make it impractical for the full contents of the course to be transferred from the learning server to the user's location every time a course is delivered.
To avoid the need for this, a content server is defined for each main geography, and separate course offerings are created, each deployed to a specific content server. In the case of an organization with a presence in North America and Europe, two content servers can be defined, one for deploying courses targeted at employees in North America and one for deploying courses targeted at employees in Europe. If a course needs to be delivered to all employees, two separate offerings can be created with each one deployed to a separate content server.
Figure 5. Multiple clustered content servers
Content server configuration: Implementing your desired architecture
After you have decided on a suitable content server architecture, you can implement it using the Advanced Settings section of the Learning Management UI, accessed by following these steps:
- Log into WebSphere Portal as a user with Learning Administrator privileges.
- Open the Workplace Collaborative Learning application by clicking the Launch button and selecting Collaborative Learning.
- Expand the Advanced Settings item from the Learning Management menu, and then select Content Servers.
The Content Server Settings page displays a list of currently configured content servers. In a newly deployed system, this has a single entry named ContentServer1. If you have already created some course offerings, the number of offerings deployed to the content server is displayed beside it.
Although it is possible to edit an existing content server to fit it into a new architecture, the cleanest approach is to create new content server entries. After you have implemented the new architecture, you can move offerings from their original content server to the new ones and optionally delete the original content server.
Before starting to configure your content servers, make sure you have the following information about each content server in your new architecture:
- The URL through which the content server can be accessed
- Details of the FTP servers or file system locations to which content must be uploaded to make it available through the content server URL
- User names and passwords required to connect to the content locations, if content is to be uploaded using FTP
Follow these steps to register each new content server with the Workplace Collaborative Learning system:
- Click the Create New button, and then specify a name for the content server. (Note that although it may be helpful to use the content server's host name, it is not required; you can use any descriptive name.)
- Optionally, specify a detailed description of the content server.
- Click the Edit URL button, and then click OK when a dialog box displays asking whether or not you want to update the content server URL. After you do this, the Content Server URL field becomes active.
- Enter the URL through which the content server can be accessed in the Content Server URL field.
You can now specify details of the content locations associated with the content server. Follow these steps for each location to which content must be uploaded to make it available through the content server's URL:
- Click the Create New button in the "Content Locations for this Content Server" section of the page. A new browser window opens, allowing you to enter details of the content location (see figure 6).
- Enter a descriptive name for the new content location in the Content Location Name field. (This does not need to match the host name of the content location.)
- Optionally, enter a description of the content location in the Notes field.
- Select the mechanism to be used to upload files to the content location from the Content Location Type drop-down menu. If you intend to use a mapped drive or remote mounted file system on the Workplace Collaborative Learning server, select Filesystem. If you intend to use FTP or FTPS, select FTP.
- If you selected Filesystem as the Content Location Type, enter in the Content Location field the filesystem path on the Workplace Collaborative Learning server through which the content location can be accessed; for example, d:\content or /mnt/contentServer/content. (Note that you must ensure that the location specified is automatically mapped or mounted whenever the Workplace Collaborative Learning server machine is started, so that content can be deployed and delivered.)
- If, on the other hand, you selected FTP as the Content Location Type, enter the fully qualified host name of the FTP or FTPS server in the FTP Host field. If your server is running on a port other than 21, append a colon (:) followed by the port number to the host name. For example, in the case of an FTP server running on port 21 on contentlocation.example.com, enter contentlocation.example.com in the FTP Host field. In the case of an FTPS server running on port 990 on contentlocation.example.com, enter contentlocation.example.com:990 in the FTP Host field.
- Enter the user name required to connect to the FTP server in the FTP Username field, and the enter the password for that account in the FTP Password field.
- If content needs to be uploaded to a location other than the user root of the FTP server to be available through the content server's URL, enter the location relative to the user's root directory in the Content Location field (above the FTP Settings for Content Location heading).
- The other fields in the Content Location Details window can be left unchanged with the API Proxy Location field set to Same as Content Location, and the "Test Content Location before Saving" option selected. Review your entries, and then click Save.
Note that the content server and content location settings are not saved permanently until you select the "Save in the Edit Content Server page" option in the main Learning Management UI.
Figure 6. Content Locations Details window
IBM Workplace Collaborative Learning V2.7 greatly improves the available learning content management facilities. The addition of the Course Upload and Spreadsheet Loader portlets means that you can now select exactly the right tool to bring courses into the system. You can import and register a course master in seconds using the Course Upload portlet, or you can upload an entire library of courses using the Spreadsheet Loader. For situations in which you need to launch the Import process from a script, the Command Line Import tool remains an option.
You can define, view, and edit your content deployment architecture through the content server UI, allowing you to add content servers to a running system without any system downtime. The availability of multiple content servers on a single Workplace Collaborative Learning deployment means that you can deploy content close to your users, reducing bandwidth requirements and improving their experience.
- Participate in the discussion forum.
- Read the IBM Redbooks publication, "Workplace Collaborative Learning 2.6."
- Read the developerWorks Lotus article, "Comparing IBM Lotus Learning Management System and IBM Workplace Collaborative Learning."
- Refer to the developerWorks Lotus Learning page.
Dig deeper into IBM collaboration and social software on developerWorks
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text:
Magic Memories Child Development Center was established to provide your child a loving, caring, and stimulating environment. We provide a safe, healthy surrounding, well-balanced meals and a concerned staff, in a warm, trusting, home-like setting. Our mission is to provide the emotional security, self-esteem and social development of the children in our care, with a strong value system of respect, courtesy and love for one another.
Magic Memories Child Development Center is a STAR 4 center!! Keystone STARS is an initiative of the Office of Child Development and Early Learning (OCDEL) to improve, support and recognize the continuous quality improvement efforts of early learning programs in Pennsylvania.
Watch our movie to see the great things happening at Magic Memories Phoenixville and what our parents have to say.
Come and see why Magic Memories Child Development Center of Phoenixville will be the perfect place for your child.SCHEDULE A VISIT
STEAM Summer Camp Program at our Magic Memories locations!


text:
When Whitman declares in "Native Moments," "I will play a part no longer, why should I exile myself / from my companions? / I come forthwith in your midst, I will be your poet, / I will be more to you than to any of the rest," he defines, in one context, the innermost desire of all poets—to be a voice of and for the people. But poetry is hard on the ego, thus writing poetry is hard.
I had Whitman in mind as I entered New York University's Skirball Center on Thursday, October 18th, for the Chancellors' Reading that opened the Academy of American Poets' sixth annual Poets Forum, a series of discussions and lectures on current issues in contemporary poetry, in addition to an awards ceremony and publication release party for American Poet magazine. I was anticipating the opportunity to engage my poets, eager for the voice that would claim the platform. As a visible arc of talent stretched across the auditorium stage, each poet read three to five poems from recent or forthcoming publications.
Victor Hernández Cruz (In the Shadow of Al-Andalus.Coffee House. 2011. ISBN 9781566892773. $16) cast the first rhythm as his body drew from his lines, composing words—had I only been closer to confirm—that were surely the color of his eyes. He confirmed the idea that "it isn't the word, but the sound of the word that matters." Following Cruz was an energetically serene Toi Derricotte (The Undertaker's Daughter. Univ. of Pittsburgh. 2011. ISBN 9780822962007. $15.95), whose New Jersey poems seemed to park the imagination in a garage with the door open; where one stands to see kids playing games in the street, fancy free and sometimes cruel.
Reading from an uncooperative iPad, Mark Doty (Fire to Fire: New and Selected Poems. HarperCollins. 2008. ISBN 9780060752514. $15.99), presented several short and somewhat anecdotal poems correlated with paintings that used feeling (as this is feeling's duty), but they needed more ignition—or, as he said himself, "c'mon, page!" Marilyn Hacker (Names. W.W. Norton. 2009. 9780393072181.$23.95) placed Eden among pots and storms on the terrace and surrendered to the poignant, "If you can, forget, you regress, don't forget." Lorca concurs!
Clearly, Lyn Hejinian's poise is permanent. Reading from her new book, The Book of a Thousand Eyes (Omnidawn. 2012. ISBN 9781890650575.$24.95), she reminded the audience that "living demands sustained temptations" and illustrated the relationship between life and the antecedent, hardly a common connection. Edward Hirsch (The Living Fire: New and Selected Poems. Knopf. 2010. ISBN 9780375415227. $27) is large in stature; his poems live in a climate where melancholic adoration, if not sole devotion to tracking the movements of an elusive muse, remain the purpose. The ever eloquent and current Jane Hirshfield (Come,Thief. Knopf. 2011. ISBN 9780307595423. $25) dedicated a stunning poem to Malala Yousufzai, the 14-year-old Pakistani wounded by the Taliban for her role in supporting the advancement of girls' education, then followed with questions for Assad—if words could kill, Syria's brutal oppressor would have seen his shame. Naomi Shihab Nye (Transfer. BOA Editions. 2011. ISBN 9781934414521. $16) possesses the rare gift of being wholly present and aware. She is a natural storyteller, and her poems are layers of simple speech, requiring from the reader nothing more than attention. Therein lies the reward of her poetry. Sharon Olds (Stag's Leap. Knopf. 2012. ISBN 9780375712258. $16.95) appeared to read from an inspired trauma, her words heavy as "a dusted opal paper weight" and then fittingly lightened with a new ode, rendering a less sexually steeped version of her past "familiars."
Ron Padgett (How Long. Coffee House. 2011. ISBN 9781566892568. $16) was composed, concise, and consistent. His word portraits of Berrigan and others (despite his "name dropping" disclaimer) informed the audience, in case they forgot, that he was in New York City in the Sixties when poetry was everything poetry will ever be, and lived to tell about it. Carl Phillips (Double Shadow. Farrar. 2011. ISBN 9780374141578. $23) delivered poems with an intensity that suggested complex relationships and a personality that insists on being heard, but one hopes that his words stand firmer on the page. Arthur Sze (The Gingko Light. Copper Canyon. 2009. ISBN 9781556592997. $15) relied strongly on the symbolic, giving a pretty and not surprising quality to his poems—observing an activity taking place "in the cross-hairs of a scope" is one example.
And, finally, Anne Waldman (The Iovis Trilogy: Colors in the Mechanism of Concealment, Coffee House Press. 2011. ISBN 9781566892551. $40), whose theatrical performance revealed a stylized spontaneity propelled by a willful spirit, speaking for freedom-seeking subjects that, unfortunately, created an uncomfortable command over what may have been a fine poem if one was permitted a glimpse of its roots.
There were moments throughout the evening when a line impressed uncertainty upon my understanding and, in welcoming the discord, I heard something new. That said, Waldman's reading shifted the tone in the right direction—poetry had left the quiet and safe academy and showed up strange and out of context, leaving with the people.


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On Thu, Oct 30, 2008 at 12:18:14AM +0100, Luk Claes wrote: > > If not please let me know if I'd go for t-p-u with ocamlnet 2.2.9-4. > Please upload it with a lower version to tpu, TIA. Done: ocamlnet/2.2.9-3+lenny1, uploaded to t-p-u, urgency: low. Override as needed. Cheers. -- Stefano Zacchiroli -*- PhD in Computer Science \ PostDoc @ Univ. Paris 7 zack@{upsilon.cc,pps.jussieu.fr,debian.org} -<>- http://upsilon.cc/zack/ Dietro un grande uomo c'è sempre /oo\ All one has to do is hit the right uno zaino -- A.Bergonzoni \__/ keys at the right time -- J.S.Bach
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January Recap.
February 1st, 2009
I "njoy"ed January a bit too much. I didn't gain. I didn't lose. I worked out. I didn't eat too badly. But I know I didn't do my best. I know I can do better. I was a total sloth this week. I have no one to blame but myself. My only goal this month is to blog more like I used to. It's been every couple days. I don't want that to turn into every couple weeks, then months, then a total abandonment of the blog together.


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Organize your favourite listings
Sign up to keep track of your favourite spaces and revisit them later.
560 Seymour Street is situated on the east side of Seymour Street mid-block, between Dunsmuir Street and West Pender Street, in the Central Business District of Downtown Vancouver. The building is fondly remembered by locals as the flagship A&B Sound building. The property is ideally situated across the street from the BCIT Downtown Campus and is central to SkyTrain, Canada Line, Pacific Centre, the SeaBus and public parking. The opportunity exists to lease an entire building in the Downtown core. The building is comprised of 4 floors and a mezzanine level and was recently operating as a multi-level nightclub with a separate lounge on one side, offices on the top level and an art gallery on the third floor. It can be converted to office, school, retail or remain as a nightclub.


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His Name is David Wright—Not Derek Jeter!July 21, 2009
The New York Mets are in a tailspin after dropping three of four from the Atlanta Braves, including losses of 7-1 and 11-0. The sole win courtesy of the dazzling left arm of Johan Santana Saturday afternoon.
The Mets continue their trip in Washington with the losses mounting—3 of 4, 9 of 13, and 14 out of 20 if you are keeping count—knowing that at least they probably won't end up in last place.
The Yankees, on the other hand, host the Baltimore Orioles tonight at the stadium after sweeping the Central's leading Detroit Tigers in a three game set over the weekend.
The Yankees (54-37) find themselves only one game back of the Red Sox(55-36) for the overall lead in Baseball's toughest division.
The difference between the two teams seems to be more than just the talent pool. One which has steadily declined due to injury for the Mets and one that has consistently increased by the willingness to import high priced replacements through capital and trades for the Yankees.
However, it is much more than a willingness to spend on the Yankees part. Omar Minaya may claim to be burning up the phone lines looking for help but in all honesty his hands are completely tied unless he mortgages the future—whatever that may be.
Jerry Manuel has been dealt a bad hand but has seemingly played it to a fold. For a players manager he seems to lack any motivational skills or effective ways to communicate the importance of fundamentals.
And with the Yankees beginning to ride high, the lens and scrutiny of the New York microscope has become completely unforgiving.
In most corners, the word is that the Mets are lacking and have lacked something essential that all great teams, including the Yankees, have had and that is leadership.
And if the Yankees have one leader it is Derek Jeter. Naturally, then for the Mets, their anointed leader should be David Wright.
One the surface, one of the Mets problems then can be eliminated with David Wright taking charge of the clubhouse and on the field.
After all, the similarities between David Wright and Derek Jeter are more than a few.
They both are the faces of their respective franchises. They both are always accessible to the Media and keep a low profile out of the spotlight. And they are both loved by woman all over the city and the country, for that matter.
Even comparing their stats for the season, many similarities can be found in batting average, home runs, RBIs, and runs scored. Although, Wright has shown more pop in the past, Jeter is leading David by double the margin this season.
However, the careers of the two have taken quite a different path.
For instance, Derek Jeter was 29-years old and had already won four championship rings when he was given the honorary title of captain in 2003. Not only that, but Jeter had established himself as a postseason wonder kid.
David Wright is 26-years old and has been to the postseason once in his young career. In two series, he had one which was good and the other not so spectacular.
Wright will also always be haunted by the the "choke" moniker, no matter how unfair, because of his association with two Mets collapses.
That is until the Mets get back into the postseason.
The other consideration that fans and media miss out on when coronating Wright as the captain is that David is part of a core (Reyes, Delgado, Beltran, and Santana) that is far more experienced and older with the exception of Reyes.
While it is true that Jeter was only 29, as stated before, his accomplishments were many and by 2003 three integral parts of the Yankee dynasty were gone: Paul O'Neill, Scott Brosious, and Tino Martinez.
Sure, he still had Bernie Williams (quiet, led by example), Jorge Posada (Jeter's clubhouse enforcer), and Mariano Rivera (the anchor) but he had earned their respect by winning repeatedly alongside them.
So while it is safe to assume that David Wright will one day be that leader that the team, fans, and media crave, is it fair to put that weight on his already over-burdened shoulders?
And at this point, he really needs a team that is worth leading, doesn't he?


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This month saw the official closure of Skerton Community High School, following a decision made by Lancashire County Council earlier this year.
The council blamed falling rolls and poor results for shutting the school, with youngsters moving to other schools around the district.
Year 11 will remain at the school for a further year to complete their GCSEs, after which the school will cease operation for good.
With the news in mind, we were contacted by some former pupils of the school who wanted to share their memories and photos.
The school also held a special celebration festival, displaying many artefacts and photos from down the years.
Skerton High was built by the Corporation of Lancaster in the early 1930s, the foundation stone being laid on September 21, 1932 and the building itself completed by 1934, the year that the school opened.
Originally, it was a provider of education to both boys and girls, who were segregated; the boys being educated in the northern wing, while the girls were educated in the southern wing.
The latter wing was presided over by a headmistress and the former by a headmaster.
The Art Deco style school was built in an E-shape, the majority of the classrooms being on the one corridor.
The original facade of the building still exists, although alterations were later made to the original architectural design (the assembly hall, for example, was originally planned as being in the central position, but it was later decided to build the hall towards the rear).
What was most recently the main corridor was once an open verandah, with doors lining the inner walls of the classroom which could be opened out onto the verandah to release pupils from their lessons and let in fresh air during hot weather.
The verandah later disappeared, to be replaced by a closed corridor which ran the length of the building.
There were originally two quadrangles, the northern one being for the boys and the southern one for the girls.
These were encroached upon in subsequent years; the northern quadrangle being halved in size by the construction of a new sports hall in the early 1990s. The southern quadrangle remained more or less intact.
David Lister of Capernwray provided us with a photograph of the school teaching staff, taken in the late 1950s.
He writes: "Over the last few weeks I have read the warm sentiments expressed by your correspondents regarding the teaching staff at Skerton School in the 1950s.
"One of them mentioned was my father Arthur Lister, known as Ted. I have always wondered how the origin of his nickname came about as it was passed down to me at school, where I was known as Ted.
"My father was very happy at Skerton and did his best to transfer some of his mathematical knowledge to the boys so as to equip them for later life.
"[In the photo] I can recognise Mr Weaver, Reg Baron, Mr Emmott and my father of course: front row, far right.
"No doubt one of your readers will be able to supply full identifications."
Alan Tyler provided a large photo of the whole boys' school, taken in October 1960.
He was able to identify a few friends on the print.


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Are You Normal? – 5 Reasons Why You May Be Abnormal
We tend to throw the word normal around like it's an easily obtainable feat. In reality, normal is a tough mountain to climb. In fact, once you get down to the numbers, being normal is hardly normal at all.


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Wednesday in the Cup
City have been handed an away draw at Sheffield Wednesday in the FA cup 3rd round .
The tie is one that is sure to catch the imagination of City fans and there should be a rush to snap up tickets.
City's last vist to Hillsbrough ended in a 6-2 victory back in the Kevin Keegan promotion season.
City will be looking to go further in the competition than last season's quarter final. The omens are good as the Owl's manager is the same Brian Laws who brought Scunthorpe to Eastlands in last season's third round.


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Manish Raisinghani's humble request
Actor Manish Raisinghani we hear is all set to head to Dubai this Holi for a special show in the Middle Eastern city.
The actor who we believe also has a hidden dancing talent has requested his choreographers Samir and Arsh Tanna to incorporate their award winning song into his performance. The two won the Filmfare award last year for Lahu Munh Lag Gaya from Ram Leela,
Sumeet Raghavan performs at Rann Utsav
Shivangi Verma: No marriage for the next four years


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Here's your once a week (doctor's approved) dosage of product fancy from Singletrack's Premier Dealers, stockists and advertisers.
Tuesday Treats gives you a quality serving of independent bike retailing and a chance to win big, in this week's special prize draw.
This week, we revisit Singletrack School:
Late last year we introduced the guys and gals at Singletrack School. They talked about running mountain bike skills courses and guided rides in the Surrey Hills and Yorkshire Moors, building from humble beginnings to becoming one the leading providers of mountain bike skills coaching in the UK.
As they enter their fifth year, they have revamped their general skills coaching courses to meet the ever demanding needs of a diverse mtb customer base. Danielle Sheridan picks up the story; 'In order to meet demand in 2013 we are very excited to be introducing two new full day courses:
Singletrack Skills 3 – Finding Speed & Flow looks at improving flow and energy management and is especially suited to XC racers and Strava addicts alike.
Singletrack Skills 4 – Alpine Skills is ideal for those wanting to take their skills into Alpine territory, perhaps in preparation for an European holiday this summer.
Both are aimed at intermediate and above level riders who may have hit the a glass ceiling in advancing their skills'.
Over the day, what key areas are covered and what should learners leave with?
The Finding Speed & Flow course looks to improve trail speed and energy management. A competent mountain biker or XC racer who can ride most technical terrain with confidence, might still struggle going at speeds as fast as their friends. It's a common issue and if you've asked yourself that question, we think the answer is that you probably haven't quite found your flow.
After the course you'll see a boost in your speed and commitment on fast flowing singletrack, switchbacks, berms; all of which achieved with far less pedalling by using the topography of the trail to retain and even increase speed. Key skills taught and practised include:
Mind skills, reading the trail and linking sections for flow, attacking flat corners, flat and cambered corners, bermed corners, lines and pumping, switchbacks, maximising grip and traction with pumping, learning to pump for speed and air.
The Alpine Skills course will give you the skills and confidence to ride Black Graded trails like a pro. Our expert coaches will teach you the technical skills you'll need to ride alpine terrain like it's second nature. They'll build your confidence on steep terrain and get you riding steep switchbacks and hefty drop offs with style and finesse.
After the course you'll receive a massive boost in speed and commitment on steep corners, drop offs (up to around one metre) and on flowing alpine style descents, all of which will be achieved with far less physical effort. Key skills taught and practised include:
Mind Skills, body position & movement, bunny hops (English, American and dolphin hops), rolling drops, manual drops, wheelie drops, steep terrain strategies, choosing a line, speed control, maximising grip and traction on different terrain types (rocks, roots, loose), steep bermed corners & tight switchbacks.
What do Singletrack Premier Subscribers get from you guys?
Singletrack Premier Subscribers get 10% discount off our mountain bike skills courses. You can find all our latest news and course availability here and we're over on our Facebook and Twitter pages. Pop over and say hello.
Tuesday Treats Prize Draw
Up for grabs this week, Singletrack School are giving away two places (worth £230.00 in total) for either Singletrack Skills 3 – Finding Speed & Flow or Singletrack Skills 4 – Alpine Skills courses. Share the prize with a friend or, alternatively be greedy and attend both courses yourself!
Plus, five runners up will win an Original BUFF® from Singletrack School's main sponsor Buffera Ltd (buffwear).
How to enter this week's Tuesday Treats Prize Draw:
This content is exclusive for Premier users.
If you are a Subscriber log in.
Subscriptions start from just £1.49
We are pleased to announce the lucky winner/s from Tuesday Treats: 29 BikeSeven prize draw:
rlt wins a pair of Relic Keel pedals and a Blackburn Airstick Pump
zangolin and Cardo each win a Blackburn Airstick Pump
Congratulations both! Hold tight, we'll be in touch.


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O'Donovand History, Family Crest & Coats of Arms
Early Origins of the O'Donovand family
Limerick (Irish: Luimneach) located in Southwestern Ireland, in the province of Munster, where they held a family seat from very ancient times at Bruree. Their hereditary territory were the lands along the banks of the river Maigues in that county. They were descended from Crom, the Chief of the Donovans, who built Crom Castle, and he in turn was descended anciently from Eoghan Mor (Eugene the Great), King of Munster. Amhailgadh II's son, Crom's great, great grandfather, was a commander with King Brian Boru in the Battle of Clontarf against the Danes, and it was at this time through marriage that they lost the throne of Munster.
Early History of the O'Donovand family
Another 109 words (8 lines of text) covering the years 1172, 1639, 1584, 1641, 1689, 1684, 1705 and 1689 are included under the topic Early O'Donovand History in all our PDF Extended History products and printed products wherever possible.
O'Donovand Spelling Variations
spelling variations exist for the surname O'Donovand. Ancient scribes and church officials recorded names as they were pronounced, often resulting in the name of the single person being recorded under several different spellings. Different spellings that were found include Donovan, Donavon, Donavan, Donevan, Donnovan, Donnavon, Donnavan, Donnovin and many more.
Early Notables of the O'Donovand family (pre 1700)
Another 66 words (5 lines of text) are included under the topic Early O'Donovand Notables in all our PDF Extended History products and printed products wherever possible.
Migration of the O'Donovand family to the New World and Oceana
In the 18th and 19th centuries hundreds of thousands of Irish people immigrated to North American shores. The early settlers were enticed by the promise of their own land, but they were moderately well off in Ireland when they decided to emigrate. Therefore, they were merely carrying out a long and carefully thought out decision. The 1840s saw the emergence of a very different trend: thousands of extremely desperate people crammed into passenger boats hoping to find any type of opportunity. The Irish of this decade had seen their homeland severely stricken by crop failures which resulted in widespread disease and starvation. At whatever time the Irish immigrants came to North America, they were instrumental in the rapid development of the emerging nations of the United States and what would become known as Canada. An exhaustive search of passenger and immigration lists has revealed many persons bearing the name O'Donovand, or one of its variants: Daniell Donavan who settled in Barbados in 1680; Ann, Bat, Bridget, and Catharine Donavan all settled in Boston Massachusetts between 1847 and 1850; they also settled in Philadelphia, Pennsylvania Maryland, and New York.
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Report NEP-SPO-2007-03-17This is the archive for NEP-SPO, a report on new working papers in the area of Sports & Economics. Joao Carlos Correia Leitao issued this report. It is usually issued weekly.
Subscribe to this report: email, RSS or Twitter.
Other reports in NEP-SPO
The following items were announced in this report:
- Rockerbie, Duane, 2007. "Free Agent Auctions and Revenue Sharing: A Simple Approach," MPRA Paper 2218, University Library of Munich, Germany.
- Item repec:ise:isegwp:wp42007 is not listed on IDEAS anymore
- Caiado, Jorge & Vieira, Aníbal & Bonito, Ana & Reis, Carlos & Fernandes, Francisco, 2006. "Previsão da eficácia ofensiva do futebol profissional: Um caso Português," MPRA Paper 2185, University Library of Munich, Germany.


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Picture yourself cruising the World with bonus points.
Up to 20,000 bonus Velocity Points on selected cruises.
Imagine visiting beautiful worldwide locations, visiting stunning sights, discovering new tastes & ticking places off your bucket, all while earning up to 20,000 bonus Velocity Points*.
Bonus Points offer:
*Bonus Velocity Points offer: This offer applies to selected sailings and categories as identified via the promotional campaign pages. Please note, not all cabin categories for specified sailings will qualify for any or 20,000 Bonus point offer. Any categories that do qualify for the offer will be identified by a message notifying the customer that they can earn "Bonus Velocity Points". This offer is valid for new bookings made on the Cruisepilot website or via phone 1300 139 877 from 0900 AEST 14 December 2017 and ends 1700 AEST 18 February 2018, unless sold out prior.
All Cruisepilot bookings are subject to availability and the Cruisepilot terms and conditions. Cruisepilot reserves the right to change the offer at any time without notice. Price is inclusive of all taxes & fees (which are subject to change) and prepaid on board gratuities. Standard booking conditions apply, including cancellation and amendment fees to all bookings. Bookings are facilitated through Our Vacation Centre (OVC), a proud member of The Australian Federation of Travel Agents (AFTA).


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WASHINGTON, DC – House Democratic Whip Steny H. Hoyer (MD) released the following statement today after Indian Prime Minister Narendra Modi addressed a Joint Meeting of Congress:
"I was honored to join in welcoming Prime Minister Modi to the U.S. Capitol today for his address to a joint meeting of Congress, as well as to serve as a member of the escort committee greeting him on behalf of the House and Senate. America, the first modern democracy, and India, the world's largest democracy, have a historic responsibility to work together in defense of freedom and opportunity for both our nations and for people across the globe. The partnership our nations forge and strengthen will be critical to shaping the course of the twenty-first century. Together, we have an opportunity to build closer economic ties based on joint technology R&D and pursue new economic opportunities that help Americans and Indians prosper. Together, we can also make the world safer by working to prevent nuclear proliferation, to help stabilize Afghanistan, to enhance security cooperation to deter common threats, and to address climate change.
"Our nations are bound by more than common interests – we are connected by the strong ties so many Indian Americans have to the country of their ancestors as well as by the values our nations share. I look forward to continuing the work of advancing the U.S.-India relationship in Congress, and I appreciated very much the Prime Minister's remarks about how our two nations can work together to address our common challenges."
Visit www.democraticwhip.gov for more press, floor and member resources.Permalink Change subscription settings


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A murder inquiry has been launched after a teenager died following a stabbing.
Police were called to reports of a fight at a block of flats in Brockley, south-east London on Thursday evening and found two 17-year-old boys with stab wounds.
Both boys were taken from Spalding House in Turnham Road to hospital where one died and another is in a stable condition.
Formal identification of the dead teen is yet to take place, but police said they believe they know who he is.
Detectives from the Met's Homicide and Major Crime Command are investigating the incident.
No arrests have been made, police said.


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Mark VanGessel, Extension Weed Specialist; firstname.lastname@example.com
In last week's issue of Weekly Crop Update I explained why we need to consider fall herbicide treatments for small grains. When splitting nitrogen applications in the spring, neither one of the timings are a good for herbicide application when trying to achieve spraying small weeds that are actively growing and achieve good coverage.
1. Weeds are more susceptible in the fall.
2. Fall applications match better with weed development.
3. Weed emergence is primarily in fall.
4. Fall herbicide applications are not influenced by temperature as much as spring applications.
5. Coverage is better with fall applications.
6. Spreads out the workload.
For no-till fields, a non-selective herbicide needs to be used prior to planting. However, we do not have effective herbicides labeled for preemergence applications, so it is important that the field be scouted to ensure the crop is at the proper stage for herbicide application.
A few products can be used shortly after the crop has emerged. Axiom and Prowl H2O can be used at crop emergence (Axiom at the spike stage and Prowl H2O at 1 leaf stage); however they need to be tankmixed with other herbicides or followed by postemergence herbicides to provide a broad spectrum control.
Products that provide postemergence control include: Harmony, Harmony Extra, Starane Ultra, Osprey, PowerFlex, Axial XL. Others labeled with a limited fit include metribuzin, Finesse, Maverick, 2,4-D or dicamba.
Control of specific problem weeds:
Annual bluegrass: fall applications of Osprey are the most consistent. Fall application of PowerFlex is also good. Maverick is a last resort type treatment in the spring (Maverick requires use of STS soybeans).
Annual ryegrass: fall applications of Osprey, PowerFlex, or Axial XL work extremely well. Spring applications of PowerFlex and Axial XL are options, but neither can be applied in nitrogen without reducing the amount of nitrogen applied.
Roughstalk bluegrass: Osprey or PowerFlex perform well on this species.
Speedwells: We have had limited trials with the speedwell species, but fall treatments seem to be most consistent. Harmony Extra has little to no effect on this species, PowerFlex in the spring was rated as fair to good; and slightly better than Osprey (fair). Research at Virginia Tech has shown good results with Finesse postemergence, but this treatment requires the use of STS soybeans. Initial results with metribuzin show some utility for speedwells.
Jagged chickweed: This is another species we have limited trials for, but fall applications seem much more effective than spring treatments. Osprey, Harmony Extra, and PowerFlex seem to work well when applied in the fall.
ALS-resistant chickweed: This species is on the move with more reports each year. Harmony Extra, Osprey, and PowerFlex are all ALS herbicides (Group 2) and have no activity on this biotype. Rather, Starane Ultra or metribuzin in the fall have been the best treatments.
ALS-resistant horseweed: Another species with no trials. Starane Ultra lists horseweed as a species it will suppress. We do know that 2,4-D will control horseweed in burn-down situations, but we have not looked at low rates of 2,4-D in wheat for crop safety and effectiveness.
One common weed that is not controlled with fall applications is wild garlic. But this weed needs to be treated with Harmony Extra (or similar products) in the early spring, about the time we apply the second nitrogen application. We need to think of wild garlic (a late emerging perennial) separately from the annual weeds mentioned above.
A rotation to vegetables is an issue with many of these herbicides, including Osprey, PowerFlex, Finesse, Maverick, and metribuzin. Starane Ultra is a 4 month rotation to most crops. As you can see there is no one program that will provide control of all of our problem species. In most situations, a fall treatment will outperform a spring application, and you need to select the herbicide(s) based on the problem weeds you have in your field.
Tags: 19:24, herbicide resistant weeds, small grain weed control, wheat


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The moment all Justin.tv viewers have been waiting for finally happened. On a date with "J" Tuesday night, Justin Kan got lucky and not in a "G"-rated kind of way. At least, not the G in the Motion Picture Association of America rating system.
Here's how it went down. Kan, who 23 days ago started broadcasting his life 24/7 in live video streams on the Web and had been stood up several times by blind dates, went back to "J's" apartment. Soon thereafter, the star of Justin.tv discreetly stowed the HatCam in the kitchen. Then the lights went out.
With audio and visual completely out of commission, the crowded Justin.tv chatrooms went crazy. Soon the Justin.tv crew piped in a porno soundtrack. Some fans objected to Kan not allowing them to observe every aspect of his observed life, but clearly he had thought this through and had decided he's too much of a gentleman to allow everyone to see everything.
When the lights came back on, Kan quickly kissed "J" goodbye and headed out. On the street, a few fans rushed from a nearby building to congratulate him. At that moment, he realized that "J" or her friends could be watching and bemoaned that there really is "no way I can look good here."
"I don't even know you guys," he says, hunting for his car. "God."
His pals back at the bachelor pad at first played it off like they had missed the whole thing, but quickly gave up the pretense to grill him. Kan claimed he and J had a "conversation." ("That's the official Justin.tv story," Kan told me). So the Justin.tv crew solicited questions from fans by e-mail. Would Kan consider taking the new male birth control pill? Kan makes a wisecrack about launching a new channel, Childsupport.tv. When the questions got raunchier, Kan retreated in disgust.
In an interview while building a tower out of Bawls energy drink cans while under "Disturbia" house arrest, Kan said occasionally keeping the audience in the dark has become a necessary part of the pioneering online reality show experiment. For example, Kan turns off the audio when he goes to the bank for security reasons.
"What we are practically learning is that doing 24/7 audio video is hard," Kan said. "Hopefully we'll be able to get to that. That's the goal anyways. The theoretical doesn't always match up 100 percent with reality."
As for those intimate moments, Kan says he has no inhibitions about performing on camera but will always respect the wishes of his partner.
"I am not really worried about hurting the show from an entertainment perspective," Kan said. "The audience fills in the blanks for you."
Perhaps William Shakespeare said it best: "Be not too tame neither, but let your own discretion be your tutor: suit the action to the word, the word to the action."


text: Future Cars News Mazda Working on Global Car to Slot Between Mazda2 and Mazda3 Hazumi Concept May Hint at Upcoming Premium Model, not Mazda2 Peter Lyon writer, Holiday Auto Magazine photographerMay 3, 2014 Peter Lyon writer, Holiday Auto Magazine photographerMay 3, 2014 Hazumi Concept May Hint at Upcoming Premium Model, not Mazda2 Share this article in: Facebook Twitter Google Plus Email Free Price Quote From a Local Dealer View Special Offers No Obligation, Fast & Simple Free New Car Quote Change Car Select Make Acura Alfa Romeo Aston Martin Audi Bentley BMW Buick Cadillac Chevrolet Chrysler Dodge Ferrari FIAT Ford Genesis GMC Honda Hyundai Infiniti Jaguar Jeep Karma Kia Lamborghini Land Rover Lexus Lincoln Lotus Maserati Mazda McLaren Mercedes-Benz MINI Mitsubishi Nissan Porsche Ram Rolls-Royce smart Subaru Tesla Toyota Volkswagen Volvo Select Model 626 929 B-2300 B-2500 B-3000 B-4000 CX-3 CX-5 CX-7 CX-9 Mazda2 Mazda3 Mazda5 Mazda6 MAZDASPEED Miata MX-5 Mazdaspeed Protege MAZDASPEED3 MAZDASPEED6 Miata Miata MX-5 Millenia MPV MX-3 MX-6 Protege Protege5 RX-7 RX-8 Tribute GO 1. Vehicle Option Trim Exterior Color No Preference Black Blue Brown Gold Green Orange Red Silver White Yellow Interior Color No Preference Beige Black Blue Gray Green Other Red White Buying Time Frame Within 48 hours Within a week Within two weeks Within a month More than a month Payment Method Undecided Loan Lease Cash Trade In? Yes No 2. Contact Info First Name Last Name Address City State -- AL AK AZ AR CA CO CT DE DC FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY Zip Code Phone Email 3. Dealer Selection Receive your free dealer pricing information by completing your contact information! At last year's Tokyo Motor Show, Mazda CEO Masamichi Kogai revealed the company's plan to release five new models by March 2016. We know about four of those models which include the next-generation Mazda2 due later this year, the MX-5 slated for a late 2014 sneak preview, as well as the CX-3 and CX-9. The fifth car Kogai referred to was a mystery. Until now.A source close to Mazda told us that the Hiroshima-based carmaker's fifth puzzle piece just happens to be one of the most critical additions to its new Skyactiv lineup: an all-new premium global compact car.While widespread media coverage touted the Geneva show's Hazumi concept car as being the next-generation Mazda2, our insider suggests otherwise. "Firstly, in contrast to the Hazumi's width of 1730 mm, the production Mazda2 will not exceed 1700 mm. And the road-going Mazda2's wheelbase will not stretch by 95 mm as you see on the concept car either. Sure, the Hazumi includes some direction towards the Mazda2, but it is also hinting at something other than a Mazda2."Like the CX-3, the new global compact will employ the Mazda2 platform. Our source says this new compact car is being designed and developed by Mazda Europe R&D with a concept debut slated for Geneva 2015. Mazda wants to keep the design game moving as well, something reflected in our source's comment that the as-yet-unnamed compact will be fitted with a newly penned signature grille — like the next MX-5 — that does not entail a wing-type (or smiley-type, depending on your POV) grille shape commonly seen on Mazdas today.Which kind of makes sense given that one of its main markets will be Europe. The other main market appears to be the U.S., given that the tiny Mazda2 was only recently added to the company's lineup. Expected to rival the Mini and Citroen DS3, the global compact will end up one size bigger than the Mazda2, incorporate luxurious lines that appeal to both male and female buyers, and feature a choice of either 1.5-liter Skyactiv turbodiesel or 1.5-liter gasoline engines. The 1.5 diesel will clear the coming Euro6 emission standards. A more powerful version could be powered by a Skyactiv 2.2-liter turbodiesel.Mazda Hazumi concept pictured below Share this article in: Facebook Twitter Google Plus Email Mazda Working on Global Car to Slot Between Mazda2 and Mazda3 /9 Advertisement to Skip 1 | 9 2 | 9 3 | 9 4 | 9 5 | 9 6 | 9 7 | 9 8 | 9 9 | 9


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Fun with Kids in Malmo: Themed Playgrounds
Sweden's third-biggest city Malmö, also known as "the City of Parks", has had a dramatic transformation from an industrial centre to a sustainable green hub. Its nickname is justified by over 200 public parks, as well as 20 themed parks, making almost the whole city a playground for actual kids and big kids alike.
The construction of the Malmö parks followed a city redevelopment plan in the mid-1990s, which saw a considerable amount of space reallocated as activity areas for children. As a result, a former concrete jungle has been converted into a series of unique jungle gyms, with the sole aim of awakening children's curiosity. Although the summers are particularly filled with family-friendly activities, you can visit any of Malmö's playgrounds all year round.
Educational Ecology
In the bustling Västra Hamnen neighbourhood, a fascinating ecology playground teaches children all about the environment and the importance of ecosystems. Situated right across the road from Park Inn by Radisson Malmö, grab a picnic and an ice cream and set off to uncover a new way to help your kids engage with the natural world around them.
Farmyard Fun
Further afield in in Malmö's western Videdal neighbourhood you'll find the bondgårdslekplats, designed to look like a country homestead. The playground is full of sculptures that mimic rural life, from the barn's swings and slides to the cows and tractors that kids can clamber over. Role-playing is encouraged in the faux farmhouse, complete with kitchen and shop.
Fairytale Fantasy
Brilliant for very young children, the fairytale playground or sagolekplatsen is where dreams come to life. Blue bubbles provide a textured trek for the adventurous, huge yellow butterflies decorate the climbing equipment, and a rainbow slide welcomes you to this children's paradise. Wait until they're tired out, then tell them some classic fairytales as you rest beside the enchanted woods.
Secret Safari
At the other end of the city in Bunkerflostrand, you'll find an Africa-themed playground for intrepid explorers. Here, life-sized animals look out over the manmade savannah, surveying the kids clambering over termite mounds and identifying the animal tracks that criss-cross the paths.
Water Wonderland
If you didn't make it to the beach this summer, make sure you reach this water playground in Rosengårdsfältet. With an island, spouting fountains, bridges, a climbing tower and walk ropes to let you bathe or play, this park packs in action as well as relaxation. Just remember to bring dry clothes.
Snaking Spirals
The spiral playground or spirallekplatsen next to Malmö Konsthall showcases several stunning sculptures that twist and turn in endless loops, entirely designed for children's amusement. Bring older kids here to set them the amateur acrobatics challenge of their lives.
The one with it all…
If your kids aren't known for the length of their attention spans, take a trip to Folkets Park, thought to be the world's oldest public park. Along with its own ice rink, paddling pool, mini-amusement park and crazy golf course, there's even a petting zoo with every farm animal from goats to chickens, rabbits and sheep. Afterwards, you can catch a performance at the children's stage, or treat them to a pony ride.


text:
BARNSLEY continued their cracking run with a 3-2 win at Boro after trailing 2-1.
Manager David Flitcroft stood straight and focused on the edge of his technical area, and looked on joyously as his side took the lead in just the sixth minute.
And it was O'BRIEN who scored again, just seven days after bagging his opening goal of the season at Blackpool.
He raced onto a through-ball from Cranie, before crashing in an angled shot which flicked off the boot of former Doncaster defender Friend and looped over keeper Steele.
Boro' had a great chance to level it up when Jutkiewicz was upended five yards outside the Barnsley box.
However, after lots of discussion Ledesma eventually took the free-kick, curled it round the wall, but also into the grateful arms of Steele who gathered comfortably.
O'Brien intercepted a misplaced pass from Hines close to the edge of the box, but the ball ran away from the goalscorer and Bikey was able to intercept just in the nick of time.
Front pairing Harewood and Dagnall were combining well and after the former Rochdale and Scunthorpe man had latched onto a cute backheel from his much more experienced side-kick, Bikey again had to make a desperate last-ditch tackle to force the ball out for a corner that came to nothing.
Ledesma fired in a shot which Steele saved easily, while at the other end, the other Steele was being kept busy again. O'Brien saw another deflected effort saved, then Harewood smashed in the shot of the half.
Turning on a sixpence, the big striker fired in a 20-yard half-volley which Steele beat away superbly.
A minute before the break Jutkiewicz planted a disappointing shot wide after Steele could only parry Bikey's thumping drive, but that had been by far the closest the hosts had come in a hugely satisfactory first half for the Reds.
Barnsley................... 1
Boro' boss Mowbray altered his attacking options at half-time with Main coming on to replace the ineffective Jutkiewicz, but the theme pretty much continued early on when the disappointing Bailey swung a promising free-kick from out wide far too long and harmlessly out of play. Catastrophe followed in the 50th minute, however, when the hosts levelled thanks to a Reds error.
With Ledesma's through-ball looking for the on-rushing CARAYOL, Foster intercepted but his back-pass was too strong for Steele, who could only parry the ball into the tricky front-man's path and he couldn't miss from six yards.
Finally the home fans were on their feet, and now it meant the Reds had to begin the hard work all over again.
Within two minutes Harewood had robbed centre-back Bikey before cracking in a great shot from the edge of the box that Steele was just about alert enough to keep out. But just past the hour mark there was more woe for the Reds as Boro scored again.
This time MAIN profited, as a cross from Williams flicked up off Foster's boot before the substitute dived in at the far post to nod easily past Steele.
The hosts' second goal forced Flitcroft into an immediate double switch, with Scotland and O'Grady being given the chance to rescue a now unfamiliar losing cause.
The Reds did hit back to level in the 69th minute, before amazingly surging back into the lead six minutes later.
Firstly GOLBOURNE levelled it at 2-2 when he lashed into the roof of the net after a trademark long throw from Delap hadn't been cleared, then that man Scotland did the business again following a howler from Boro' keeper Steele.
He was forced to pick the ball up just in front of Dagnall after Hines' woeful back pass - one which led to an indirect free-kick on the corner of the six-yard box.
Golbourne flicked the ball to SCOTLAND, who smashed a shot past the wall and into the roof of the net to send the travelling fans wild.


text: Industry Greyhounds Australasia (GA) comprises representatives from jurisdictional controlling bodies in Australian states and territories, and New Zealand (the GA Directors). The charter of GA is to support these jurisdictions via encouragement of a national approach to the Australasian greyhound racing industry. GA provides its stakeholders with value-added services and practices that support industry integrity, optimal returns and ensures a sustainable future. Related Information: Australasian StatisticsColour Inheritance in the GreyhoundDrug Administration StudyGroup RacingGreyhounds Australasia RulesStud Book


text:
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The Ninth Circuit reversed a district court ruling that had compelled arbitration, holding that a party may not enforce an arbitration agreement where the clause is contained in a nonbinding contract. The parties had entered...more
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from The American Heritage® Dictionary of the English Language, 4th Edition
- n. An internal body cavity of some primitive invertebrates, similar to a coelom but lacking a mesodermal lining.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- n. A body cavity, of some primitive invertebrates, analagous to a coelom but lacking mesodermal cells
Sorry, no etymologies found.
The pseudocoel is small in the free-living forms but tends to be much larger in the parasitic forms.
The characteristics that link these three groups are the presence of a pseudocoel, as well as their general body plans and musculature. or two in diameter but are usually 10 to 100 centimeters in length.
Juveniles have no need to move because they are oxygen requirements are unknown for this group of organisms and circulation is limited to the movement of fluid through the large pseudocoel.
Globin isoforms with variant properties and functions have been found in the pseudocoel, body wall and cuticle of various nematode species and even in the eyespots of the insect-parasite Mermis nigrescens.