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South African Journal of Occupational Therapy
On-line version ISSN 2310-3833
Print version ISSN 0038-2337
S. Afr. j. occup. ther. vol.44 n.1 Pretoria Jan. 2014
The influence of blended learning on student performance in an undergraduate occupational therapy curriculum
Paula Barnard AshtonI; Lindsay KochII; Alan RothbergIII
IBSc OT (Wits), MSc OT (Wits); Lecturer and Manager of elearing project, Departement of Occupational Therapy, School of Therapetiuc Sciences, University of the Witwatersrand
IIBSc (OT) UOFS; MSc (OT) Wits; Lecturer; Department of Occupational Therapy; School of Therapeutic Science; University of the Witwatersrand
IIIMBBCh (Wits), FC Paed (Wits), PhD (Wits); School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand
Change is scary, especially when the world of technology, lecturers (digital immigrants) and students (digital natives) come together with learning in mind. Developing blended learning by integrating e-learning into an existing undergraduate Problem Based Learning (PBL) curriculum requires adaptable lecturers and the time for students to become habitual users of the Virtual Learning Environment (VLE). The occupational therapy curriculum at the University of the Witwatersrand has traditionally been delivered via PBL, but the increasing need to improve throughput rates and meet the diversity of learning needs of the students has driven the strategy towards blended learning. This study investigates the effect of habituation (student experience in using e-learning automatically) on student performance in one PBL module.
A retrospective two-cohort design was used to review the students' access to the VLE and their performance on the summative assessments of the PBL module of two concurrent academic cohorts. Data were analysed descriptively and statistically for significance (Mann-Whitney U) and effect size (Cohen's d and Hedge's g).
There was a significant difference between the two cohort's access to the VLE (p<0.002) indicating higher habituation to blended learning in the second cohort, who had more exposure to e-learning due to their second year of using VLE. There was a small but relevant effect size (average d=0.3l) in all three measures of student performance when comparing the two cohorts. The average of the student marks on each measure shifted from a failing to a passing average. This study shows that the habituation of blended learning into an existing curriculum results in improved academic performance.
Keywords: curriculum design, blended learning, connectivism, e-learning, developmental assessment
The context of this study is within an existing Problem Based Learning (PBL) occupational therapy undergraduate curriculum and considers the effect of change management of embedding blended learning within one PBL module by comparing two concurrent cohorts of students in the third year of study. This learning module relates to the skills and knowledge required to assess and treat children with learning challenges. Integrating e-learning into the existing PBL curriculum (creating a blended learning environment) has been a strategic focus within the department over the past four years.
Problem Based Learning (PBL) is recognised as a successful pedagogical strategy in the training of undergraduate occupational therapy students. It is thought to improve the clinical reasoning13 and problem solving abilities3,4 of the students and the ability to transfer skills and knowledge to new contexts3,4. This method of instruction is challenging to students as it requires collaborative group work and independent navigation of the literature, which results in a heavier workload than more traditional forms of instruction5. This notion has been challenged by Vardi and Ciccarelli6, who found that their strategies to focus the students' search for information, and directing them towards prior preparation for PBL sessions, reduced overall workload to within the 10 hours per week allocated to each PBL unit.
Problem Based Learning has been the primary strategy of curriculum delivery for the occupational therapy subjects in this faculty for over a decade. As a mode of curriculum delivery it is soundly based on the constructivist theory of learning design68. The students engage in building their knowledge through investigating (via accessing the literature) contextually meaningful scenarios that mimic real life7. An advantage of PBL is that the learning scenario creates the framework for learning the content and applying the knowledge, while giving the learner some freedom as to how to access the knowledge base6,7. The knowledge creation is therefore always current and adapts to changes in the body of knowledge3. Enhancing productivity and time management in a curriculum is a common goal in health science education, specifically in the context of PBL which is seen as having a high workload for students6.
Connectivism is a learning theory that has emerged within the last decade through the work of George Siemens9. He responded to the digital era and recognised that historical learning theories (such as cognitivism, behaviourism and constructivism) needed to be reconsidered in the face of the opportunities created by technology and the internet9. Connectivism builds on social constructivism by engaging students in collaborative learning activities, but with the view that it is just as valuable to know where to find knowledge as it is to build it10. Merrolee Penman in the 2007 Frances Rutherford Lecture11 identified connectivism as a mechanism of learning and continued professional development for occupational therapists as it creates opportunities for conversations that create learning. She highlighted that Siemens' portrayal of connectivism is that we should not strive to learn more facts, but rather know where to find them and how to apply them appropriately11. Problem Based Learning is well suited for the integration of connectivism as networks created by online environments extend the learning opportunities to the worldwide body of knowledge8. This includes access to international specialists as human resources, peer reviewed scientific content, patient blogs, international and local peers as well as the PBL group and facilitator12. Student's use of technology in PBL is thus an enabler to the learning process13.
Blended learning is viewed differently in different contexts. In many traditionally face-to-face institutions the definition provided by Zhu, Valcke and Schellens of "combining face-to-face settings with e-learning solutions reflecting social-constructivist conceptions"14:164 holds true. However, many traditional distance education environments have become flexible in their content delivery and students can select either e-learning or face-to-face learning at a module or degree level, regarding this as blended learning15. However, blended learning in the context of this study is the integration of e-learning within a traditional face-to-face or classroom based process, and is thus the instructional design used to implement connectivism within PBL. The use of Virtual Learning Environment (VLE) software creates a common web portal for lecturers, facilitators and students as the mode of delivery of blended learning for a particular course8. The VLE is a web-based access-controlled environment that facilitates the distribution of learning materials, administration notifications and assignments8. More importantly, it provides a closed space for students to participate in learning exercises, knowledge quizzes, synchronous chat rooms and asynchronous discussion boards, and knowledge collaboration activities such as wikis and blogs8,16. Lecturers are required to craft (blend) the combinations of VLE based activities (e-learning) and face-to-face experiences to ensure that learners cover the learning objectives in a manner that is meaningful and applicable to the profession8,12.
Investigations into the success of blended learning are fraught with the "no significant difference" phenomenon12,17. Sims12 supports Oblinger and Hawkins'13 position that the need for a significant difference in researching the impact of technology on learning is a myth. They propose that learning is an active process that requires motivation and social engagement, and that technology is an enabler of these learning opportunities13. All too often studies attempt to prove that either face-to-face learning or e-learning generates better student performance, alternatively studies attempt to prove that there is no difference12,13,17. Oblinger and Hawkins challenge researchers to consider the question of "difference in what?"13. They conclude that "the answer depends on how the question is asked"13:15. Common confounding limitations to education research is that the population is typically limited to class sizes, and thus studies having a truly randomised control group and experimental group are unlikely to yield sufficient numbers to achieve significance.
Cook18 asserts that prior studies of the effect of e-learning in health education has done little to inform education practice. In a systematic review of 126 studies, which investigated whether e-learning was better than no intervention (or baseline assessment scores) on the factor of knowledge gain, Cook's outcome was that there was a pooled effect size of 1.0, which he considered to indicate approximately 12% change in marks18. On the other hand when attempting to compare traditional instruction to e-learning, Cook's analysis of 76 studies yielded much lower effects (averaging an effect of 0.1 for knowledge, skills and satisfaction) and none demonstrated a significant difference18. He asserts that this is an unrealistic research question as there is little homogeneity within the observed factors across the existing studies. The review is however limited by the high heterogeneity of the studies, and should be cautiously interpreted. Cook therefore supports the notion that e-learning research should rather focus on when and how e-learning is used most effectively18. He dismisses the need to establish transferability or generalisability of study results to the global practice of health education18. It is far more valuable to now focus studies on the "when" and "how" to use blended learning effectively within the studies' own educational environment17,18. Studies published in line with this focus can then be reviewed for their potential applicability within a particular educational scope, rather than assuming that all e-learning interventions that generate statistically significant difference can then be applied to all learning contexts18.
Sims12 and Cook18 both argue that the heterogeneous nature (in terms of context, participant variables, and content variables) of blended learning and e-learning implementations offer little promise of achieving significant difference in researching these educational strategies. Despite this they both advocate promoting implementation of e-learning specifically because of the heterogeneity in current higher education, as it is a strategy that crosses cultural, time, and space divides12,18 while allowing opportunity for individuality12,18 within a social constructivist paradigm12.
Blended learning takes time to integrate into a pre-existing PBL curriculum. Lecturers and students have varying degrees of computer literacy and confidence in their computer skills. There are early adopters who jump at the opportunity to try new technology and those who have more of a "wait and see" approach. The lecturers of this occupational therapy department committed to this process, attended training on the VLE software and actively engaged with the support provided by the e-learning team. Students have access to the VLE via computer laboratories across campus and in the residences. The department also has a computer in each PBL room as well as two 10 seater computer rooms. This ensured that all students had access to the VLE irrespective of owning personal use computers. This study focuses on the adaptation of the lecturers and students' behaviour from novice uses to habitual users of blended learning within the context of a single PBL module.
Background to Paediatric Learning Disabilities module
The Paediatric Learning Disabilities module runs in the second semester of the third year of the occupational therapy degree. The focus of the module is on teaching students about the assessment and treatment of children with a variety of learning based difficulties or disabilities. Students learn the occupational therapy process applied to this module during 45 scheduled teaching hours over a period of 10 weeks. During the same time period students complete fieldwork in a variety of practice settings that are not related to the module. The students' attention is thus divided between the stressors, demands and learning opportunities associated with field-work, and the educational activities associated with the Paediatric Learning Disabilities module.
The module is designed on PBL principles and consists of a variety of activities. Two paper-based client cases combined with client videos are used to stimulate student investigations. A number of workshops and skills laboratories are spread over the 10 weeks to assist students in gaining both theoretical knowledge about assessment and treatment, as well as practical skill in administering, scoring and interpreting standardised assessments (such as the Developmental Test of Visual Perception Second Edition - DTVP-2).
e-Learning Intervention Strategies (Blended Learning)
In 2009 and the first part of 2010 a number of online activities were developed to complement the already existing PBL process in this module. These activities and resources were loaded onto the course VLE and are detailed below.
1. Wiki: A Wiki is an online shared text document, which allows students to simultaneously work, comment and edit on the same document (Wikipedia is possibly the most well-known multi page Wiki as it allows multiple independent authors to simultaneously provide content)19. Wikis were created to allow students to collaborate and share information. Students were able to work on the wikis simultaneously and from any location (home, computer laboratories) and at any time. These documents focussed on theoretical aspects of assessment and treatment.
2. Pre-clinical formative quiz: This open-book test was a prerequisite to attend the skills laboratory on paediatric standardised assessments. Students were required to pre-read the assessment manuals and then attempt the quiz as many times as they needed to in order to obtain the required mark of 100%.
3. Interactive lesson: This online module took students step-by-step through the administration and scoring of the DTVP-2. It included videos and online scoring activities that students had to complete to progress to the next part of the module. The initial access to the lesson was in groups in their assigned PBL room, requiring face-to-face collaboration between group members during a timetabled workshop. After the workshop the lesson was opened up for access at any time for revision or study purposes.
4. Optional formative lessons: Lessons containing test administration videos and scoring practice activities of other paediatric assessments were offered to students as optional self-study and practice opportunities.
5. Content repository: Teaching materials (such as videos and documents) were posted for easy continued access.
The rationale for creating these e-learning activities was to assist students' ability to study and revise material anytime and anywhere. These e-learning activities were available to the students of the 2010 and 2011 academic years of the course.
The aim of the study was to investigate if an increase in uptake (habituation) of the blended learning approach, infusing e-learning within a PBL occupational therapy curriculum will have an impact on student performance. The following were investigated:
1. The change in student behaviour in terms of online access to the VLE during the single 3rd year PBL module over two concurrent academic student cohorts. Habituation of blended learning behaviour is seen in students who are more experienced and have greater uptake of e-learning.
2. Comparison of effect on student performance in the PBL module between the 2010 (novice cohort) and 2011 (more habituated cohort) third year students over the same two academic years in terms of:
a. Clinical competence in the skills acquired during the module.
b. Academic competence in the knowledge gained during the module.
c. Overall performance of the students.
Study Design and Sampling Method
A retrospective cohort study design was used. Ethical clearance was obtained as part of a larger study from the University of the Witwatersrand Human Research Ethics Committee (Medical). Students and lecturers gave informed consent at various times during the larger study. Records of student marks and student VLE access footprint were retrieved and reviewed in 2013 in order to fulfil the objectives of the study.
A cohort of all third year occupational therapy student records from 2010 and 2011 were initially reviewed for inclusion in the study. The 2010 cohort consisted of 32 student records and the 2011 cohort consisted of 43 student records. To ensure no prior exposure to the selected PBL module, only those students enrolled in the third year occupational therapy courses for the first time were included. Records of three students in 2010 and two students in 2011 were thus excluded from the study and a total of 70 records were included for analysis: 29 from 2010 and 41 from 2011.
The primary difference between the 2010 and the 2011 cohorts was experience. The VLE was introduced into the curriculum at the beginning of the 2010 academic year, thus students and lecturers were novice users of blended learning. The 2011 cohort had the benefit of prior knowledge of the VLE and the lecturers were more adept at blended learning.
In order to determine whether the two cohorts of student records were comparable, the final second year occupational therapy results of each cohort were compared using the Mann-Whitney U Test. If the two cohorts of students performed at a similar academic level in their second year of occupational therapy (which is a prerequisite and foundation to access the third year course) it could be assumed that differences in marks in the third year module were not due to differences in the academic potential of the two cohorts.
Measurement tools
Student behaviour was measured through retrieval of the VLE access footprint (a) of each student per cohort. Student performance on the module was measured through retrieval of two types of records: practical competency test marks (b) and end-of-module knowledge test marks (c). The overall module performance (d) of the students was then calculated specifically for this study by combining (b) and (c) into one score.
a) The VLE access footprint is a record of each student's activity on the VLE as identified via unique personal login usernames. The footprint record indicates the time and date of access and the navigation of materials and activities on the VLE. Each footprint was analysed to determine the number of instances the VLE was accessed during the 10 weeks of the PBL module. A new access instance was determined by inactivity for more than one hour or accessing the VLE from a new Internet Protocol (IP) address.
b) The practical competency test marks reflect performance on a clinical summative assessment of the students' ability to practically administer the mechanics of the paediatric standardised tests, their ability to score the results and interpret those scores correctly according to the psychometric properties of the relevant test. This summative assessment is evaluated in a highly standardised manner that did not change between 2010 and 2011.
c) The end-of-module knowledge test marks are the results of a summative paper-based test that is written at the end of the Paediatric Learning Disabilities module. This test assesses students' ability to apply the knowledge gained during the module to a paper-based case. This evaluation of student performance is less rigorous in terms of standardisation between the cohorts as test questions change from year to year, and thus the difficulty index of the test has the potential to change. This test is however typical of the end-of-module tests for all modules of the course and has maintained the same overall format.
d) The overall module performance for each student was calculated for the purposes of this study. The overall score consisted of the sum of the competency test (pass of 75/100) and the end-of-module test (pass of 50/100) and thus consisted of a score out of 200 with a pass mark of 125. This overall score was calculated to determine overall competence of students in the module as some students might have greater practical skill while others have greater academic skill.
Data Collection Procedure
Student records (extracted with only student numbers) were accessed retrospectively from the electronic marks system at the university after permission was obtained from the head of department. Records of access to the VLE were drawn from the VLE server database (student numbers are the standard username per student). These records were drawn in 2013 upholding the retrospective nature of the study thus conforming to the ethical principles specified in the ethical clearance. An Excel spreadsheet was used by an independent research assistant, to code each student to ensure anonymity and blinding, and integrate the matching of the records of their second year mark, as well as their data on each of the above measures.
Data Analysis
All data were tabulated and means and standard deviations calculated for each cohort for each variable. Two forms of analyses were undertaken, analysis to determine the size of differences between the groups and the second to determine the statistical significance or possible influence of chance on the results.
To determine the size of the differences between cohorts (i.e. to determine effect size), the Cohen d and Hedges g effect size calculators were used20. The data for each of the student performance measures (b, c, and d) were compared using the Cohen d effect size calculator as the standard deviations for all three of these variables were similar and thus fulfilled the criteria for this test21. The standard deviations for VLE access footprint of the two cohorts were dissimilar and thus, because the sample sizes between the two cohorts were also dissimilar, the Hedges g effect size calculator was used to analyse this variable20. Cohen's definition of small, medium and large effect sizes was used to determine practical significance of results and a minimum value of d/g = 0.2 was set for effect size22.
All variables were analysed using the Mann-Whitney U-test23 to determine the statistical significance of the differences between the two cohorts. The Mann-Whitney U-test was used because the sample size of the two groups was small and data did not fulfil the requirement of normal distribution for parametric statistical tests24. The significance level was set at 5% (a = 0.05). The statistics were analysed and interpreted by the authors.
Comparability of the Cohorts
The Mann-Whitney U Test showed no significant differences between the two cohorts (U = 60l.5; p=0.94), indicating that both performed at a similar academic level in the second year.
Analysis of the Behaviour and Performance of the Cohorts
Table I summarises the results of the statistical analyses performed on the data sets of both cohorts in this study. The means (m) and Standard Deviations (SD) of each cohort on each measure is indicated, as well as the effect size of the change (habituation) from the 20l0 cohort to the 20ll cohort and the statistical significance between each cohort. Table I will be further referred to while presenting the results of each variable.
Student Behaviour Related to Blended Learning
The number of instances of access to the VLE was used to measure the relative uptake of e-learning between the cohorts. The 20l0 cohort had an average of 48.8 (SD=24.5) instances, and the 2011 cohort averaged 69.4 (SD = 30.0) instances (Figure 1).
Statistical analysis (Table I) showed that the effect size for the behaviour difference between the two cohorts was g=0.73 (using the Hedges g effect size calculator) and that this difference also had a statistical significance (U = 334; p<0.002).
Student Performance
The practical competency test marks for the 20l0 cohort averaged 71.8% (SD=l5.6), with a range from 27.7% to 90.8%. This cohort average was below the 75% pass mark. Of the 29 students in this cohort, 13 (45%) failed the initial competency test. The 2011 cohort average was 76.2% (SD=16.1), with a range from 41.7% to 97.7%. This cohort average was above the pass mark of 75%. Of the 41 students in this cohort, 14 (34%) failed the initial competency test (see Figure 2).
The effect size (Table I) of positive change in the practical competency test marks from the 2010 to the 2011 cohort was calculated at d=0.28 (using the Cohen d effect size calculator19) with a non-overlap of cohort scores of approximately 21.3%. This effect size, however, did not reach statistical significance on the Mann-Whitney U-test (U=480.5; p<0.0I8).
The average end-of-module knowledge test marks for the 2010 cohort was 49.0% (SD=12.3), with a range from 33.33% to 73.33% (See Figure 2). This average is below the required 50% pass mark. Of the 29 students in the 2010 cohort, 14 (48%) failed this test. The average mark of the 2011 cohort was 52.9% (SD=12.3), with a range from 23.33% to 83.33%. This average was above the required 50% pass mark. Of the 41 students, 16 (39%) students failed this test.
Effect size (Table I) for positive change in end-of-module knowledge test marks from the 2010 to the 2011 cohort was calculated at d=0.31 (using the Cohen d effect size calculator19) with a non-overlap of cohort scores of approximately 21.3%. Again, however, this effect size did not reach statistical significance when tested on the Mann-Whitney U-test (U=489.5; p<0.2I).
The overall module performance average for the 2010 cohort was 120.8 (SD=23.9), with a range from 62.7 to 157.5 (see Figure 2). This average is below the 125 "pass" mark. The average for the 2011 cohort was 129.1 (SD=23.6), with a range from 83.25 to 181.1. The average score of the 2011 cohort shifted above the 125 pass mark.
The change in overall module performance between the 2010 cohort and the 2011 cohort showed the largest effect size measured in this study with d=0.35 (Table I) and a non-overlap of sample scores between 21.3% and 27.4%. This result did not reach statistical significance when tested on the Mann-Whitney U-test (U=482; p<0.I8)
This study set out to investigate whether a change in student behaviour regarding the uptake of blended learning within a PBL module made a difference to their performance in academic and practical student assessments. The 2011 cohort results indicated a significantly greater voluntary uptake of access to the VLE. The results of this study show a promising trend that may have practical significance for educationalists attempting to blend e-learning into a PBL curriculum.
A total of 29 occupational therapy third year students (2010 cohort) entered the PBL module related to Paediatric Learning Disabilities for the first time in 2010, and 41 students (2011 cohort) entered the same module in 2011. There were thus inconsistent sample sizes between the cohorts, which is a typical challenge in educational research18.
The 2011 cohort had a significantly greater use of VLE over the 2010 cohort, as indicated by an increased average number of instances of access (Figure 1). This can be viewed as the students habituating to the blended learning process as they had more experience in the use of the VLE. The 2010 cohort was the first cohort of students to be exposed to the VLE. The lecturers within the department were also novice users and despite training workshops for both the lecturers and students, by the third semester this cohort could still be considered novice users. The 2011 cohort entered the course with prior knowledge of the VLE and the lecturers of all modules were more experienced at the implementation of blended learning. By the third semester these students accessed the VLE habitually. The lecturers were all actively contributing blended learning content and learning activities to all aspects of the occupational therapy curriculum via the VLE during 2011. The statistically significant difference (p<0.002) and large effect size (g=0.73) support the fact that student behaviour related to blended learning changed from the 2010 cohort to the 2011 cohort (Table I). Penman's11 2007 call to consider connectivism as an educational theory for occupational therapy curricula seems to have been achieved by this change in student learning behaviour.
Does the change in student behaviour influence their performance?
The "no significant difference" phenomenon12,13,18 is not uncommon in studies pertaining to the effect of e-learning on educational outcomes, and thus does not support dismissal of observed improvement in student performance as irrelevant. The small cohort sizes (nl=29, n2=4l) within this study further limited the possibility of achieving statistically significant results24 as the number of students entering this module in any given year is dependent on the university's capacity, student enrolment and academic success rates. The degree of change (effect size) may be considered to be more practically significant to educational practice within the domain of occupational therapy22,24.
The changes in student performance during the PBL module in the three independent measures did not achieve statistical significance (Table I). The small population of third year occupational therapy students at this faculty in 2010 and 2011 however preclude the opportunity for small and medium effect sizes to achieve statistical significance24.
In all three independent measures, there was positive change (Figure 2) from failing average marks for the 2010 cohort to passing average marks for the 2011 cohort, and a smaller percentage of students failed the summative student performance measures for the modules in the 20ll cohort. The failure rate dropped by an average of 9.97% for this PBL module, indicating that almost 10% more students using the VLE habitually (2011 cohort) experienced success. In education, the shift from failing averages to passing averages is of practical importance and should thus not be dismissed.
The effect sizes of these student performance changes (Table I) are classified as "small" according to Cohen's guarded classification22, however they still show positive change with the 2011 cohort's average marks placed at the 62nd percentile rank of the 2010 cohort's averages. The average effect change of d=0.3 is better than the d=0.l effect observed in the review of 76 randomised control studies of e-learning versus traditional learning18. It focusses on the single factor of habituation to blended learning specifically within a PBL occupational therapy curriculum, thus meeting Cookl8 and Sims12 call for focussed and contextual studies. Even if the effect change is deemed small, the consequences for students are relevant and can mean the difference between repeating a year of study or progressing to the next year of study.
Limitations of the study
This study context is confined to a single course and the cohort numbers are confined to the number of students enrolled at the university, for that course in the particular cohort years. A power analysis was done to determine the sample size required to detect statistical significance24. The lower the anticipated effect size the greater the required cohort numbers. A small effect size (d=0.3) would require more than 100 student records in each cohort24. The constraints of sample size are a limitation to this study.
Crafting e-learning into an existing PBL curriculum is supported by the premise that connectivism improves motivation and access to individualised learning7,11. It is however, a process that takes time to transition the students and lecturers from novice to habitual VLE users. This study shows that when e-learning activities are well crafted into a PBL module, using a variety or resources and VLE tasks, the students who are habitual users of the VLE perform better in the summative assessments, than students who are novice users.
Thus it can be concluded that integrating e-learning into the larger process of PBL assists students in obtaining and retaining the knowledge and skills they require in their progress to becoming occupational therapists. Blended learning can improve student throughput rates. The study further demonstrates that collaborative integration of e-learning in the context of a South African university can be achieved, despite apparent hesitance in terms of infrastructure, computer literacy of students and lecturers, and diversity of the participants.
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13. Oblinger DG, Hawkins BL. The Myth about No Significant Difference. EDUCAUSE Review, 2006; 41 (6): 14-5. [ Links ]
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15. Sethy SS. Distance Education in the Age of Globalization: An Overwhelming Desire towards Blended Learning. Turkish Online Journal of Distance Education (TOJDE), 2008; 9 (3): 29-44. [ Links ]
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Paula Barnard Ashton


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'SNL' and Seth Rogen Endorse "Blue River Dog Food"
What begins as a fairly typical 'SNL' sketch soon transforms into one of darker sketches the show has put on in recent memory, exploring the dissolution of a marriage thanks to dog food choices. Guest host Seth Rogen and regular cast member Cecily Strong bring their finest comedic chops to the scene, wringing every possible ounce of discomfort out of every moment.
The scene starts with a seemingly happy couple endorsing Blue River Dog Food, which they started using when they actually read the ingredients on the back of big name dog food. While Rogen keeps on trying to move ahead with the ad, Strong can't get over the fact that they've been feeding their dog crappy food for his entire life. Rogen says that those days are over now that they've switched to Blue River, but Strong only grows more upset, demanding an apology from their previous brand. Soon, the slow simmer boils over into full blown yelling and crying, with Strong making a scene and Rogen barely hanging onto his temper. It's dark stuff.
Thankfully, it's also funny stuff. Strong and Rogen bounce off each other perfectly -- her histrionics and his quietly raging responses feel all-too real, making a sketch that's all about an awkward and uncomfortable dog food commercial actually feel awkward and uncomfortable.


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Andrew Odom in his backyard homestead.
Placing seeds in sweet soil, backyard homesteaders grow food to grow a better life. Within the trend of increased interest in vegetable gardening, there are families who intensively garden, not as a hobby, but as a way of life. In a sense, they create mini-farms.
Bubbling up in about 2007, due in part to food contamination scares, the interest in changing your yard into a garden — known as backyard homesteading — is based on a desire for an overall improved quality of life. Homesteaders grow happier lives by providing food for their own tables. This gives them access to safe and healthy foods and the freedom of self-sufficiency. Important also is the satisfaction that they are gardening sustainably. Some homesteaders raise livestock and most learn food-preservation techniques.
Noticing the pristine quality of the rich soil around his home, homesteader Andrew Odom, author of the blog Tiny Revolution, had a life-changing thought about gardening.
"I looked at the land around me and thought, 'Here I am driving 30 minutes to buy organic at Trader Joe's. And I thought, 'I can do that right here,' and we just started," said Odom.
"We started and we thought, this is true freedom," says Odom, "We can grow and eat whatever we want." He says that kind of freedom is addictive, "For us, our little taste of freedom happened in the dirt." Odom raises food with the help of his wife, Crystal. They have a daughter, Tillie.
Andrew Odom moves hay with a garden fork. Homesteaders create mini-farms near their homes.
"Backyard farming is an act of revolution," says Wilson Alvarez, of Lancaster, Pa., co-owner of Homegrown Edible Landscaping company. "We are actively saying, we aren't going to eat exactly what you want us to eat. We aren't going to grow exactly what you want us to grow. And we're not going to grow it in the way our grandparents did. We're going to grow in a way that's best for the Earth."
Homesteaders come from all classes and from a wide range of political leanings. Common, however, is a deep concern about the health of our soil. Most homesteaders garden organically and try to create as little waste as possible. Another shared trait is the desire to care for their health through food choices.
"We chose to pay more attention to the front end of our healthcare than the back end," says Odom expressing the preference to pay the farmer for good food rather than pay the doctor to remedy illnesses from poor nutrition.
Several terms define the same culture. Backyard homesteader, urban homesteader, backyard farmer, and neo-homesteader are all used to describe the culture. Odom and Alvarez like the term neo-homesteading. Both families raise a significant portion of their food on their property. Alvarez raises enough to feed a family of four. They like neo-homesteading because they are very much part of the modern world.
Andrew Odom holds freshly harvested eggs.
"We're neo-homesteaders because while we are rooted in sustainability but aren't removed from society," says Odom. "We have our cell phones, Internet, and we like to go to a good rock concert or a movie as much as the next guy. We're not survivalists at all.
"Neo-homesteading is rooted academically in the understanding that growing our food is a freedom, in being able to source our own food, and in our ability to eat healthily and free of chemicals," adds Odom.
While neo-homesteaders have no desire to separate from mainstream America, they do enjoy the self-sufficiency that growing food affords.
"When I look out at my garden, I feel very resilient, self reliant," says Alvarez. "Especially since all my seeds are open-pollinated — regardless of what happens and regardless of outside pressures and influences, this garden is sustainable. I can preserve this garden without any outside input."
Onions are one of the many vegetables Andrew and Crystal grow.
"I express freedom by planting a seed and watching it grow," says Odom.
A garden creates independence while conversely creating a community.
"Tomatoes growing in a yard bring people together who'd never met before. If you have a patch of grass you're never in, no one is ever there. But if you are in your garden, your garden will be a magnet for others. Community is an important product of a garden," says Alvarez.
For homesteaders, many things come from the soil. A happy life is the most important harvest.
"To me, it's an investment in the overall quality of our life. It's not a hipster movement for us. It's a lifestyle choice," says Odom.
A version of this article appeared in a September/October 2012 print edition of State-by-State Gardening.
Photography courtesy of Eric Prine, Theron Humphrey, and Andrew Odom.


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John Malkovich Gossip
John Malkovich gossip, latest news, photos, and video.
The Depends-ables
TIZIANA FABI/ Getty
I couldn't get into Red when it came out in 2010, which is weird as I really love crap action movies, and Red, with its incredibly high-caliber cast was a cut above the average action team-up flick. But even though the cast clearly had a ball making it, I didn't have a ball watching it. And I also didn't have a ball watching the latest trailer for Red 2. Full Story
George & John but no Queen
George Clooney was joined by John Malkovich yesterday in Italy on the set of his newest Nespresso ad. George was in great spirits, delighting the crew, enjoying a man moment with John, showing no concern about the Italian Queen's current scandal. And why should he be concerned? No one in America cares about the sh-t they say in Italian, especially not when People Magazine only translates the good parts. Full Story
Jonah Hexed
Written by Sarah Do you believe in voodoo? I do. Call it superstition, karma, witchcraft, bad juju. I believe that "There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy." And I walked right into a black magic trap over the weekend. Full Story
George for sale
In Italy shooting more ads for Nespresso. He's the brand's global ambassador and while some have criticised him for his association with the company, George continues to earn a substantial paycheque wit commercials that run primarily in Europe that keep him comfortably in Como through the summer, and of course living in luxury in LA in the winter. Full Story


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|Home >> Course Descriptions >> College of Arts and Sciences
|Organizational Communication
|Three semester hours. (SP-Even)
Overview of research and theory in organizational communication. Examines internal processes of socialization, group decision-making and influence as well as external communication such as public relations, issue management and corporate advocacy. Emphasis on analysis or organizational communication problems. Prerequisite: COMM 3300 and COMM 3310 or permission of instructor. (Cross-listed with MGT 3320) (Formerly COMM 3321)
Home - General Information - Student Services -
Academic Undergraduate Regulations -
Undergraduate Degrees - Academic Graduate Regulations -
Graduate Degrees - Course Descriptions - Faculty -
Appendix A - Appendix B - Appendix C - Appendix D


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People Pleasers and Doormats
Are you so concerned about pleasing others and receiving their approval that you're constantly buying them gifts, picking up lunch tabs and going out of your way to accommodate them? Do you avoid saying "no" because you don't want to hurt their feelings? Find out what's behind this "disease to please" and how to cure it.
Patti just can't say "no" to her family, friends and coworkers or even to strangers. She says it's because, "I really want people to like me."
Cheryl's people-pleasing ways of picking up dinner tabs, giving gifts and throwing parties for family and friends totaled $5,000 last year.
Jamillah says, "I'm the ultimate doormat." She admits she's nice to everyone except the people closest to her, like her husband and mother.


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Lavenia is the granddaughter of Richard Thomas (my 5th great grandfather) and grand niece of General Philemon Thomas (Richard's brother) whom you've seen mentioned before on this blog and over at The Educated Genealogist.
Joseph Payne Skillman is the son of Christopher Skillman and Henrietta Payne. He made a living as a ferryman. Pleasant Hill is situated at the confluence of the Kansas and Missouri Rivers.
(Josias Skillman is the handsome man on the right with the spectacles)
The most surprising thing is that I have had these photos of their headstones for well over a year and never noticed the icon engraved on Josias' stone. I believe that the icon is masonic in nature. In all of my research, nothing I have come across would have led me to thinking that he belonged to a masonic society. Oh happy day! Josias isn't a brick wall, but I never knew to much about him. This discovery has opened a new avenue of research for me.
Of course this is before my becoming The Educated Graveyard Rabbit. Not much gets by this Rabbit now!


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Adrian Beltre hit three home runs, including two in a nine-run fourth inning, and had five RBIs in the Texas Rangers' 12-3 victory over the Baltimore Orioles on Wednesday night.
Beltre hit his first homer leading off the second against former teammate Tommy Hunter. He connected again off Hunter for a two-run shot with none out in the fourth. He then hit another two-run drive with two outs while facing Kevin Gregg.
Mitch Moreland hit his first grand slam in the fourth, when the Rangers sent 12 batters to the plate. He matched Beltre with a career high-tying five RBIs.
The power surge supported a solid effort by Derek Holland. The left-hander pitched seven innings, giving up three runs and five hits. He struck out five and walked three.


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The Indianapolis Colts have added some attitude to their secondary.
NFL.com's Ian Rapoport reported Wednesday night that the Colts signed safety LaRon Landry to a four-year, $24 million contract that includes $14 million guaranteed. CBSSports.com's Jason La Canfora first reported the move.
Landry becomes a poster child for successfully rebuilding your brand on a one-year deal. Landry was coming off back-to-back injury-wrecked seasons with the Washington Redskins when he signed a one-year, $4 million contract with the New York Jets last March.
Landry was an impact player in New York, playing all 16 games and earning a Pro Bowl nod. The Jets wanted to hold on to him, but salary-cap woes took them out of the running. A clause in Landry's deal kept the Jets from using their franchise tag to retain him.
Landry excels in the box, where his ferocious hitting ability will give the Colts' defense a much-needed intimidation factor. This is a deal that should make both sides very happy.
Follow Dan Hanzus on Twitter @DanHanzus.


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From R800 pps
Perched on the slopes of the Klein River Mountains, with sweeping views across the Overberg from the Akkedisberg to Gansbaai, Phillipskop Mountain Reserve is a place for you to unwind and explore. The... Read More
From R450 pps
Delightful thatch-roofed cottage in a picturesque English country garden with views of the Klein River Mountains and historic Stanford market square. Ideally situated for exploring the southern-most r... Read More
From R495 pps
Paardenberg Farm Cottages close to the popular Beloftebos Wedding Venue, and only 15km from Stanford, are the perfect place for a family get together! Relax, with a bottle of good red wine and enjoy o... Read More
From R1100* unit
We are blessed with the most beautiful location for unwinding and connecting with nature. Our farm is located on the side of a mountain with rolling views over the Stanford Valley and only 20 mins dri... Read More
From R625 pps
A hidden gem on the Hermanus Lagoon in the famous Cape Whale Coast area, Mosaic is the place for beach and boating activities, quad-biking through fynbos-clad hills and fantastic bird watching. Mosai... Read More
From R850* unit
We have 4 self-catering cottages available for rental, rustic camping in a 'park-home style' cabin and a 5 bedroom house available for renting. Reasonably priced, clean, quaint and well appointed, our... Read More
From R1200* unit
There is so much to choose from during the holiday season, make sure you don't miss our renowned Stanford Street Festival in December. Whether you want to shop, see, sip or sleep, #Visit Stanford.
... Read More
From R1450* unit
Beautiful scenery, charming, friendly people, fascinating history, local culture and a wealth of activities in the area; Stanford Valley Guest Farm couldn't be better situated. A few minutes drive fro... Read More
From R1350* unit
The cottage comes equipped with a rowing boat (with engine), 2 children's bicycles and 2 adult bicycles. The house also boasts a large vegetable garden (free to pick and use in your dishes), cricket p... Read More
From R3000 pps
On the water + By the sea + Magnificent mountain vews. A hidden gem on the Hermanus Lagoon in the famous Cape Whale Coast area, Mosaic Sanctuary is the place for beach and boating activities, quad-bik... Read More
Broadcast your accommodation requirements to our database of hotels and lodges.
Brian Gunn won a booking to the value of R1000 at B's Cottage
Great website, easy to find just what you're looking for. The accommodation was ideal and well-priced.
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Price Range comparison
In order to provide meaningful price comparisons this website compares the Per Person Sharing Rate or, where this is not available, the Average Price Per Person for a unit, based on its maximum occupancy.When Homes and Villas are selected as the search criteria, the full daily rate for the unit is used for price comparison and display irrespective of the number of people the unit sleeps.* This accommodation is only available as a unit. It has been included in these search results as the average price per person based on maximum occupancy falls within the selected price range. However, the price displayed is the full unit price.
Stanford is rated 4 / 5 based on 22 reviews. Read real reviews of Stanford from verified guests.
StanfordStanford is a quiet, laidback country town. The Stanford Harvest where we ate the most delicious oxtail, was fantastic. Birkenhead wine and beer tasting was great too. BUT be careful of Sundays - just about everything is closed - thank heavens for the Ou Meul - delicious food and excellent service. - Leeann Kaplan
StanfordQuaint sleepy village where you go back in time. - Donald Maclean
StanfordStanford is a quaint little town, with very friendly people. It is nicely located close to Hermanus and Gansbaai - we thoroughly enjoyed visiting this part of the Cape. - Vanessa Cowan
StanfordBeautiful, quaint village. Nice walks around the area. Thoroughly enjoyed our visit! - Dee Krause
StanfordCountry side at its best. Charming little village with wonderful walks. - Lesley Chiddy


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A coaching milestone was reached when the Hope College softball team posted a pair of victories in the recent MIAA conference tournament.
A 7-1 victory over Saint Mary's was the 1,100 collegiate coaching victory for Karla Wolters who over her 33-year career has guided student-athletes in five different sports, including the past 20 years as coach of the Flying Dutch softball team.
A 4-0 win over Alma a day later put Wolters at an amazing 1,101-606 over 56 coaching seasons in softball, volleyball, basketball, field hockey and tennis.
Through the 2008 school year, she has coached 1,714 athletic coaching seasons. Her records by sport are: softball (648-356), volleyball (375-194), field hockey (40-26-7), basketball (24-21) and tennis (14-9). She had coached teams with winning records in a season 45 times compared to eight losing campaigns and three .500 marks.
This year's softball team posted a 25-14 record, marking the fifth straight year that the Flying Dutch have won more than 20 games. A season highlight was also the opening of the college's new softball stadium named in honor of Karla and her husband Tom.


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|Maximum Jaw Opening
|104.4 in 2651.8 mm
|Wear Plate Thickness
|1.18 in 30.0 mm
|Upper Jaw Tines
|2 2
|Fixed Jaw Tines
|3 3
|Fixed Jaw Width
|40.6 in 1031.2 mm
|3350.0 lb 1519.5 kg
|Compatible Couplers
|Pin-On or Pin Grabber Pin-On or Pin Grabber
|Inner Wrapper Thickness
|0.63 in 16.0 mm
|Outer Wrapper Thickness
|0.47 in 12.0 mm
Strong, durable tools designed for structural demolition, material handling and sorting, loading and unloading rock, scrap, pipe, waste material and other debris.
Operable either as a pin-on attachment or with a pin grabber coupler, without modification.
Slightly curved lower jaw design allows for easy loading and more penetration into scrap debris and unrestricted release when unloading.
The tips, wrappers and wear plates are made of AR400 steel for durability in the most abrasive conditions protecting the base metal of the grapple.
Long lasting tips means a longer service life without the need for heavier wear materials.


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The software that allows iPad tablets to connect to GNOME was moved over to the production machine and is now in the hands of some beta testers. The speed is great, and things are working really well. From home, I can tap a few buttons and my work GNOME session appears on the tablet over my cable modem and is almost as fast as being in our City Hall building. I sent off a few suggestions for making it easier to work on a multi-touch device with mouse based software and hope to see some of these ideas in future client releases. I'm anticipating that we'll buy some licenses at the end of the trail.
Portal Tablet Support
Being that users will now be logging in with tablets, I wanted to change our in-house support portal to correctly log these authentications and make it easier for our staff to see where and how users are logged in and be able to send them remote control requests. Very often users call and aren't really sure how they are logged in, and the software now helps us see exactly what's happening.
I always have more ideas than time, and have wanted to work in this area for a long time. From the portal when you enter the user name, it hunts the network for their active logins. With my changes made, it understand if they are logged in with a tablet and displays it in the right area and layers a shot of their screen over an iPad image. Previously to perform functions on a session, you would click on the screen thumbnail and go to a detail screen. I added small shortcut buttons below the screenshot to eliminate another few clicks. [ I understand certain UI decisions and artwork could be better. Time doesn't always allow for this level of design.] It works, we use it all the time, and it's constantly evolving
3.6.3 came out and this is the best one yet. The earlier releases had some install bugs that I worked around. This one installed cleanly and we have no reports of users crashing and import filters are working better than in earlier versions. If you have been holding on 3.5, now might be the time to look over 3.6.
Zimbra For Email
After a lengthy process the Governance Committee has asked us to move to the Zimbra email software. This software runs 100% in a browser, and this means that Evolution/SLED and Groupwise/SLES will be retired. We've had Groupwise since 1994, so it's a major step for us. Especially in the 1990s, Groupwise was away ahead of its time, but it fell more and more behind and we couldn't get Evolution patches and features fast enough to keep up with demands. This upgrade will happen sometime in early 2013.
Other projects: Teaching myself OpenLDAP and learning how best to get it integrated, looking over Firefox 17, keeping plugins current and continued work on the new Ubuntu thin client operating system.


text: Classrooms continue to shift from the "traditional" format to more learner-centered experiences. This presents opportunities to inspire creativity in students — both in how they learn and how they interact. Modern teachers use a variety of innovative methods to spark creativity and monitor the process, which often calls for changing models in how they interact with students and present information.


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From Monday 1 August 2016, paper tickets will no longer be sold or accepted on trains, buses, ferries and light rail within the Opal network.
To travel on public transport in Sydney and surrounding regions, you will need an Opal card or an Opal single bus ticket.
If you don't have your Opal card, you will be able to purchase an Opal single bus ticket from the driver on board buses (except on pre-paid services).
More information
- Get an Opal card
- Paper ticket refunds will be available until 30 October 2016.


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Building The Perfect Mega Man X
The Mega Man X series introduced a new robotic hero with a wider ability set while carrying over the core side-scrolling action from the NES titles. The franchise varies widely in quality, though, and we haven't seen a new entry since 2004's Mega Man X8. We outline what elements of previous games Capcom should build on to restore Maverick Hunter X to his rightful glory among action heroes.
(thanks to YouTuber Tan Shao Chien)
Suits – Mega Man X6
X's basic armor is no slouch, boasting charged-shot capabilities and his core dash and wall-grab moves. Hidden armor upgrades have always been a series staple, though, which give additional movement powers and even weapons. The best of the bunch are in X6. The Falcon armor is much like the upgraded armor sets in past games, giving a better charge shot and air dash - both excellent, widely useful abilities. The Blade armor is more or less a super-Falcon armor, and includes more powerful sword slashes alongside the air dash. The Shadow armor, however, is a much more drastic change. This ninja-styled suit can only use sword and shuriken attacks, but in return allows X to walk on spikes, stick to walls without sliding down, and launch upward with explosive force. Having both generic across-the-board upgrades and a dramatic change in moveset in the Shadow armor is a great formula for Mega Man X, and the perfect entry in the series would have similarly creative items.
(thanks to YouTuber HideofBeast)
Zero – Mega Man X6
X's sometime ally often shows up as a playable character in some form or another, but the coolest way he's been included is in X6. He shadows X over the course of the game, eventually showing up with no memories as the antagonist in a tough boss fight. If you follow a series of steps to restore his memory, he joins X as a playable hero. The slow introduction, along with the huge payoff of an awesome alternate character with a completely different moveset, is an awesome addition. We could do without the amnesia, but there has to be a cool way to bring Zero in during the game. Failing that, allowing him as one of the two default choices like in X4 is acceptable.
(thanks to YouTuber metapod)
Axl – Mega Man X-X6
Axl was perfectly implemented in the first six Mega Man X titles. By not existing.
Level structure – Mega Man X5
The fifth game had an exceptional gimmick, which changes the game as the 16-hour countdown to a space colony slamming into Earth progresses. The execution is clumsy in places, but having real consequences for your actions adds another layer onto Mega Man X. The next game, X6, badly screwed up this idea by permanently locking you out of upgrades you could find if you let the reploids you're trying to save be infected. X5 had the idea right, even if the ultimate form it took left something to be desired.
Mavericks – Mega Man X4
The first PlayStation entry in the series was in some ways the best pure expression of the franchise's gameplay before X5 and X6 started adding more elements to the metagame. The overall skill with which X4 was crafted is evident in its excellent bosses, who present interesting-but-not-brutal challenges and grant some of the better weapons in the series. The best boss fights in Mega Man X are when the designers get away from the simple "robot with a weird weapon" formula and give the mavericks off-the-wall, unique bodies and patterns. X4 nails it on all counts.
X4 also features Split Mushroom, who is by all appearances a thinly veiled troll from Capcom. Seriously: Split Mushroom. Think about it.
(thanks to YouTuber PinkKittyRose)
Weapons – Mega Man X
X's weaponry is at its finest when the abilities he gains from defeating mavericks have general usefulness instead of being so unusual that they're only effective in extremely specific situations. The very first X title is a perfect example of this: Chameleon Sting's triple-shot spread, Homing Torpedo's tracking ability, and Shotgun Ice's powerful blast are all great attributes that are widely useful. The goofy effects are saved for the charged-up versions, which allow players to use them occasionally when appropriate and still get regular use out of the basic version. The perfect X game would follow a similar pattern.
(thanks to YouTuber blzdout)
Graphic style – Mega Man X8
The hand-drawn sprites of the SNES games are still charming and hold up well, but the 3D modeling of the PS2 games (of which X8 is the better) update the art style and would allow the developers to use cinematic camera angles and shots for set pieces. Just so long as the gameplay remains strictly two-dimensional, that is.
What not to do – Mega Man X7
Not only did X7 introduce a dud of a character in Axl, it also fails at everything else. The 3D segments suck, the platforming is loose, the dialogue is somehow even worse than in older Mega Man games, and I'm pretty sure its release caused global warming. The team behind the perfect Mega Man X game should keep X7 in mind at all times as an example of what not to do.
That's what my perfect Mega Man X game would look like, not that Capcom seems likely to bring the franchise back any time soon. What would you do if you got to call the shots?


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With the right stand, a trade fair is one of the most powerful and cost-efficient sales tools in existence. We can help you to create an environment that effectively conveys your message and improves your chances of attracting the right visitors to your stand.
When we design your stand we analyse your purpose in exhibiting at the trade fair and how you want to profile your company. We then create a stand proposal in 3D and send you a complete tender. After you've approved your stand we take care of the rest!
We're the people who work with stand design:
Haris Gusinac
+46 36 15 20 47


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Crash Test Dummies – Mmm Mmm Mmm Mmm
For many reasons, mostly political but partly ethical, I do not use Google, Facebook, Twitter. They practice corrupt business policies, while targeting conservative websites for censoring, facts repeatedly confirmed by news stories and by my sense that Facebook has taken action to prevent my readers from recommending Behind the Black to their friends.
Thus, I must have your direct support to keep this webpage alive. Not only does the money pay the bills, it gives me the freedom to speak honestly about science and culture, instead of being forced to write it as others demand.
Please consider donating by giving either a one-time contribution or a regular subscription, as outlined in the tip jar below.
Regular readers can support Behind The Black with a contribution via paypal:
If Paypal doesn't work for you, you can support Behind The Black directly by sending your donation by check, payable to Robert Zimmerman, to
Behind The Black
c/o Robert Zimmerman
P.O.Box 1262
Cortaro, AZ 85652
You can also support me by buying one of my books, as noted in the boxes interspersed throughout the webpage. And if you buy the books through the ebookit links, I get a larger cut and I get it sooner.
An evening pause: There is something about this song that reminds me of the impression of America by the Soviet refugee played by Robin Williams in Moscow on the Hudson (1984), "Strange but wonderful."
Hat tip Wayne DeVette.


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Breckenridge Ski Resort to open Imperial lift this weekend
summit daily news
With 10 inches of fresh powder finally coating the uppermost slopes of peaks 7 and 8, Breckenridge Ski Resort announced plans to open the Imperial Express SuperChair this weekend.
The exact opening time is dependent on conditions and will be announced on the resort's Facebook page, along with various terrain updates.
Imperial – the highest lift in North America – accesses three high-alpine bowls and hike-to terrain in the Lake Chutes and Snow White.
The lift climbs to 12,840 feet in elevation at the top of Peak 8 providing service to a reserve of above-treeline advanced and expert terrain.
Recent storms brought the first significant snowfall to Summit County in roughly a month, dropping several inches in town and eliciting reports of double-digit accumulations at some of the local resorts.
Breckenridge reported 15 inches of new snow between Tuesday and Thursday. Copper Mountain reported 7 inches of new snow Thursday morning and 11 new over the previous 48 hours. Keystone Resort got 4 inches of snow Wednesday night and 5 over the same two-day span. Arapahoe Basin Ski area saw 7 inches of accumulation over the course of three days.
But the storms most heavily favored areas west of Summit County, including Vail Mountain, which reported 2 feet of new snow in the last week.
A series of small systems hit Summit County and western parts of Colorado beginning last weekend and continuing through the week, but the heaviest snowfall held off until Wednesday night.
The weather is expected to dry out over the next several days, with a slight chance of snow this afternoon. Forecasts for the weekend call for sunshine and highs in the low 40s.
Weather watchers do not expect the next snowstorm to arrive until the end of next week.
"Most areas along Interstate 70 will partially clear on Thursday with only lingering snow showers," OpenSnow.com meteorologist Joel Gratz stated. "Something is going to happen late next week (Thursday, Friday), but there's little agreement between the models concerning what this "something" will look like."
Start a dialogue, stay on topic and be civil.
If you don't follow the rules, your comment may be deleted.


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MP Exams
We are happy to provide you all the latest information on the state level examinations. These exams are conducted by multiple agencies including the State Service Commission, State Subordinate Commission, State Revenue Department, and State Education Department, Excise and Taxation Department and many other State Department agencies. Recruitment by the state agencies is done on the basis of the vacancies and the posts are advertised in the local newspaper. We give you up to date information on the advertised posts, notifications, exam syllabus, exam pattern and the scheme of subjects.
Browse More Categories
RRBs are organizations under the Government of India. These boards recruit non technical employees generally.
The popular exams of these boards are �...
SSC - It is an organization under Government of India for the recruitment of various posts in the different Ministries and Departments of the Government of I...
SBI is India's largest Bank of India. It creates many job opportunities every year like - Probationary Officers, Clerks, Senior Manager, Senior Manager of La...


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Types of Financial Aid
Federal PELL Grant
The Pell Grant is a federal grant for undergraduate students only. Eligibility is based on need, family income, assets, the number in the family enrolled in college, and other factors as reported on the FAFSA. Pell Grant is not required to be paid back and is available to part-time and full-time students meeting the program guidelines for financial need and academic progress. Eligible students can receive a lifetime limit of 12 full-time semesters. Award amount is up to $6095 per year.
Federal Supplemental Educational Opportunity Grant (SEOG)
SEOG is a federal grant that is based on the results of the FAFSA and is not required to be paid back. Funds are limited and are awarded on a first come, first served basis to Pell eligible first time degree students enrolled at least half-time and demonstrate the most financial need. Priority is given to those students whose FAFSA applications are received by June 1 for the Fall semester. Award amount is $300 per year.
Federal Work Study (FWS)
FWS is a type of Federal Financial Aid that provides students the opportunity to earn money by working part-time on campus or off campus with a non-profit organization. Funding is limited and is awarded on a first come, first served basis to students who demonstrate financial need and indicated on the FAFSA that they are interested in Federal Work Study. Students must be registered for at least 6 credit hours that apply to their degree/program requirements. FWS is earned aid and is paid to the student in the form of a paycheck for the hours worked. If the student does not work, the award is not paid. Priority is given to those students whose FAFSA applications are received by June 1 for the Fall semester.
Federal Direct Student Loan
A low interest educational loan. Repayment of this loan begins six months after the student leaves school.
- Subsidized: Interest free until six month grace period ends.
- Unsubsidized: Interest begins to accrue when the loan is disbursed.
- Dependent Students: Loan amounts are $200-$6,500 per year based on grade level and eligibility (no more than $3,500 for freshman or $4,500 for sophomore can be subsidized).
- Independent Students: Loan amounts are $200-$10,500 per year based on grade level and eligibility (no more than $3,500 for freshman or $4,500 for sophomore can be subsidized).
CCC students needing to access loan funds are required to apply for Federal Direct Loans before private loans will be certified as the terms and conditions of the Direct Loan program are more beneficial.
Federal Direct Parent Plus Loan
PLUS Loans are low-interest loans available to parents of dependent students to help pay for educational expenses. The parent is the borrower, not the student, and therefore responsible for repayment of the loan. Interest is charged for all periods and repayment begins 60 days after full disbursement of the loan. The lender is the U.S. Department of Education rather than a bank. Some of the eligibility requirements are:
- Parent must be the biological or adoptive parent of the student for whom you are borrowing.
- Student must be a dependent student who is enrolled at least half-time.
- Parent and student must be U.S. Citizens or eligible noncitizens, must not be in default on any federal education loans or owe an overpayment on a federal education grant.
- Visit https://studentloans.gov for more information.
To apply for a Direct Parent PLUS loan, complete the Federal Direct PLUS Loan Request online at https://studentloans.gov. Once the PLUS request is submitted, the parent will be notified if the credit has been approved.
If the credit is approved, the parent will need to complete a PLUS Master Promissory Note(MPN). This can be completed online at https://studentloans.gov.
If the credit is denied, the parent may still be eligible to receive a PLUS loan by:
- Obtaining an endorser and completing PLUS Counseling and completing a PLUS MPN, or
- Documenting extenuating circumstances to the satisfaction of the U.S. Department of Education and completing PLUS Counseling and completing a PLUS MPN
If the credit is denied and the parent does not want to proceed with either of the above mentioned options, the student may be eligible for additional unsubsidized loan.
The school will receive notification when a PLUS Loan Request was submitted and if approved and the MPN has been completed, the Financial Aid Office will send the parent a letter indicating how much they are eligible to borrow along with a form that will have to be filled out and returned to the Financial Aid Office. If denied and the parent will not be pursuing a PLUS loan, the student will receive a letter from the Financial Aid Office regarding eligibility for additional unsubsidized loan along with a form that they can fill out and return to the Financial Aid office to accept additional Direct Unsubsidized Loan.
NYS Tuition Assistance Program (TAP)
TAP is a state grant for students who are registered full-time and are New York State residents. You must:
- Complete the TAP application at www.tapweb.org/totw and be awarded through NYS Higher Education Services Corporation (NYS HESC).
- Incur full-time tuition liability by the end of the third week of classes and maintain full-time status.
- Be registered in 12 credit hours of new study that apply to your degree/program requirements, unless it is your graduating semester.
- Be meeting all satisfactory academic and pursuit of program requirements as set by NYS HESC.
If you are a first time TAP recipient and you are required to complete developmental courses, you must carry a minimum of 3 credit bearing hours as part of the full-time load.
If you have received TAP in the past, regardless of where, and you are required to take developmental courses, you must carry a minimum of 6 credit bearing hours as part of your full-time load.
Students may receive a maximum of six semesters of full-time TAP funding to pursue an associate degree.
NYS Aid for Part Time Study (APTS)
APTS is a grant for New York State residents attending college on a part-time basis. Funds are limited and are awarded on a first come, first served basis. Applications for APTS are generally available beginning in July in the Enrollment Advisement Center. To be eligible you must:
- Be a New York State resident 12 months prior to the beginning of the semester.
- Have a valid FAFSA on file.
- Be enrolled in a degree program and registered for at least 3 credit hours but less than 12 credit hours that fulfill program requirements.
- Be meeting academic progress.
APTS is based on how many credit hours a student is registered for that apply to degree/program requirements. Developmental or remedial courses are eligible for funding if they are required due to placement scores and enrolled in at least 3 credit bearing hours.
Private Education Loans
Sometimes referred to as alternative loans, these types of loans are meant to cover the portion of a student's cost of attendance that federal, state and/or campus financial aid did not cover. Students are encouraged to utilize federal loans before borrowing a private education loan as federal loans are generally more beneficial to the student.
Private education loans are provided by a bank or lending institution. Students may contact the lender of their choice to apply for a private education loan. Corning Community College does not maintain a preferred lender list; however, we will certify any approved private education loan from any lender requesting certification of an approved loan.


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Tax $
Delivery $
This 21-speeds used hybrid bike has an Size 19" and fits riders 5'10"-6'1"
A wonderful used hybrid bike, ready to ride! 21-speeds and a size Size 19" frame, to fit riders 5'10"-6'1".
Add any of the following items and have them delivered with your order!
A wonderful helmet that adjusts to fit all sizes. Has 24 vents and built-in LED lights at the back.
A lock you can depend on. Offers a lifetime warranty, and a $500 anti-theft protection guarantee.
These little lights are super-easy to put on and take off. includes a front and rear light.


text: I Am The Walrus song I am he As you are he As you are me And we are all together See how they run, Like pigs from a gun, See how they fly. I'm crying. Sitting on a cornflake, Waiting for the van to come. Corporation tee shirt, Stupid bloody Tuesday Man, you been a naughty boy, You let your face grow long. I am the eggman, (Ooh) They are the eggmen, (Ooh) I am the walrus, Goo goo g' joob. Mister city p'liceman sitting pretty Little p'licemen in a row See how they fly, Like Lucy in the sky See how they run I'm crying. I'm crying, I'm crying, I'm crying. Yellow matter custard, Dripping from a dead dog's eye. Crabalocker fishwife pornographic priestess, Boy you been a naughty girl, You let your knickers down. I am the eggman, (Ooh) They are the eggmen, (Ooh) I am the walrus, Goo goo g' joob. Sitting in an English Garden waiting for the sun. If the sun don't come, You get a tan from standing in the English rain. I am the eggman. They are the eggmen. I am the walrus. Goo goo g' joob g' goo goo g' joob. Expert texpert choking smokers, Don't you think the joker laughs at you? See how they smile, Like pigs in a sty, see how they snied. I'm crying. Semolina pilchards Climbing up the Eiffel Tower. Element'ry penguin singing Hare Krishna, Man, you should have seen them kicking Edgar Allan Poe. I am the eggman, (Ooh) They are the eggmen, (Ooh) I am the walrus, Goo goo g' joob.. Goo goo g' joob, G' goo goo g' joob, Goo goo g' joob, goo goo g' goo g' goo goo g' joob joob "I Am the Walrus" Cover artwork for the single, as used in Germany Single by The Beatles A-side "Hello, Goodbye" Released 24 November 1967 Format 7" single Recorded 5 September 1967,EMI Studios, London Genre Psychedelic rock Length 4:33 Label Parlophone Writer(s) Lennon–McCartney Producer George Martin The Beatles singles chronology "All You Need Is Love" (1967) "Hello, Goodbye" / "I Am the Walrus" (1967) "Lady Madonna" (1968) "I Am the Walrus" is a 1967 song by the Beatles, written by John Lennon and credited to Lennon–McCartney. The song was featured in the Beatles' 1967 television film, as a track on the associated double EP Magical Mystery Tour and its American counterpart LP, and was the b-side to the number 1 hit single "Hello, Goodbye." Since the single and the double EP held at one time in December 1967 the top two slots on the British singles chart, the song had the distinction of being at number 1 and number 2 simultaneously. Please note the text from Wikipedia is imported without editing or authentication. I Am the Walrus (MMT) I am the Walrus (The Beatles 1967-1970) I Am The Walrus (Anthology 2) I Am The Walrus (Love) ©1967 Sony/ATV Music Publishing LLC. All rights reserved. Used by permission.


text:
A Republican-dominated Senate committee narrowly killed a bill Thursday that would have barred state-funded abortions for poor women carrying mortally deformed fetuses.
But the panel blocked bids to repeal Virginia's year-old laws mandating pre-abortion ultrasound exams and to hold abortion clinics to the same architectural regulations as new hospitals.
On an 8-7 vote, the Education and Health Committee killed legislation to deny public funding for Medicaid patients whom doctors have told have little or no chance of delivering babies that can survive after birth.
The measure failed after Sen. Harry Blevins, R-Virginia Beach, who joined the committee's seven Democrats after hearing nearly an hour of often graphic testimony and emotionally freighted arguments.
The bill's sponsor, Sen. Tom Garrett, R-Louisa, said it would not deny women access to abortion but conforms policy in Virginia to federal law by denying public funding for it.
"There's been much talk about the limiting of access," Garrett said. "I ask you at what point the term access became something paid for by someone else?"
Garrett said he was offended a year ago when an abortion rights backer talked about prenatal defects that were "tragically incompatible with life." The term, he said, evokes American "eugenics" programs in the 1920s that forced the sterilization of people deemed undesirable and Nazi Germany's genocidal pogroms a decade later in a quest for "the master race."
Against that emotional backdrop, dialogue between Garrett and the bill's Democratic critics -- including Sen. Ralph Northam of Norfolk, a pediatric neurologist running for lieutenant governor -- was often tense and biting.
"Do you know how many abortions were done in 2012 under this (law)," Northam asked Garrett, who guessed a range from 9 and 14.
"There were seven," Northam said. "Do you know what the cost, senator, to the commonwealth was for those seven abortions?"
"Enlighten me," Garrett replied tersely.
"It's $4,544," he snapped. "You made a comment, senator, that you would not be the judge of what is incompatible with life. I respect that, but would you agree that a physician such as myself could assess a fetus and determine whether that fetus was incompatible with life from a medical condition?"
"I reject the notion that one human being can judge what is and isn't compatible with life," the former prosecutor said. He claimed that under Virginia's law, Helen Keller could have been aborted at taxpayer expense, a contention Senate Democratic Leader Dick Saslaw vehemently rejected.
Witness testimony at times was wrenching.
Mike Dennehy, a father of 12, testified with his 8-year-old daughter Hope -- one of eight adopted children, four of them born with afflictions that he said would have permitted their abortions. Hope was born without arms or legs.
"Miss Hope every day in her school gives the students and teachers around her her name, Hope. She's the light of our life, she's the light of the school she's in," Dennehy said.
Opponents of the bill -- including three doctors -- testified that Virginia's law doesn't apply to disabilities that supporters of the bill had cited.
"We are talking about fetuses without lungs, without brains, without vital organs compatible with life," said Dr. Wendy Klein. "We are talking about wanted pregnancies with tragic outcomes."
Alena Yarmosky of the abortion-rights advocate NARAL Pro-Choice Virginia spoke of her own bitter decision to terminate a pregnancy last January when she and her husband learned that what would have been their firstborn had severe spina bifida and no chance to survive after birth.
"I was an emotional wreck. I could not believe this was happening to us," Yarmosky said. "I can't imagine any woman going through this and being told she had no options because she had no funding."
"I would have wanted to die rather than to allow my baby to suffer," she said.
Northam and Sen. Barbara Favola failed to sway a Republican and advance legislation to repeal the law requiring ultrasonic scans of a woman's abdomen before abortions. Last January and February, the bill triggered angry protests by women's groups and others on Capitol Square while late-night television comedians lampooned Virginia and particularly Republicans over the measure.
Northam said the General Assembly had achieved the ultimate intrusion into private lives by taking discretion over the scan out of the hands of physicians and patients.
"This isn't about informed consent. This is about political interference and government coercion," Klein said.
Victoria Cobb, president of the conservative Family Foundation, praised the new law for allowing women "to see their unborn child prior to making an irreversible life-altering decision."
While ultrasound exams were standard before the law, she contended "abortionists were hiding the images from women to prevent the possibility that women might change their mind and reduce profit."
Northam bristled.
"To say a doctor would withhold information to improve profit is truly insulting," Northam said, turning to look over his right shoulder and glare at Cobb, "and I would hope you would apologize."
Efforts to repeal abortion clinic building regulations adopted last year died on the same partisan vote. Sponsor Mark Herring, D-Loudoun, said the requirements do nothing to improve safety while making abortion less accessible and more expensive. Family Foundation spokesman Chris Freund, however, said that building inspections of 20 abortion clinics after the new regulations took effect found more than 100 violations.
Va. Senate Panel Kills Anti-Abortion Measure
A Republican-dominated Senate committee narrowly killed a bill Thursday that would have barred state-funded abortions for poor women carrying mortally deformed fetuses.


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Translation Disclaimer
Initial Inspection
The Berkeley Housing Authority is required to inspect each assisted unit before a contract is approved, and at least once every 12 months thereafter. The inspection is performed to determine compliance with HUD's Housing Quality Standards (HQS).
The process for the Annual inspection begins approximately 9 months after the initial inspection to satisfy HUD requirements, and thus the inspection may occur 9 to 12 months after the initial inspection, and every 9-10 months thereafter. Written notice of the inspection is mailed to the tenant and landlord approximately 2 weeks prior to the scheduled inspection. The length of advance notice for "special" inspections is determined by the severity of the conditions. Although we encourage both the tenant and owner to be present, the only requirement is for someone 18 or older to be present who is authorized to grant the Inspection permission to enter the unit. (Note: if your maintenance person is on hand at the time of the inspection, minor repairs can be made on the spot, avoiding the need for a reinspection).
Addressing HQS Deficiencies
The Berkeley Housing Authority makes available a preliminary checklist in PDF for both owners and tenants to review and get familiar with.
Owner Responsibility for HQS. The owner must maintain the unit in accordance with HQS.
Tenants' Responsibility for HQS. The tenant is responsible for correcting any deficiency of HQS that is caused by:
Repair Grace Period
Within three business days of the inspection, the Housing Authority will provide the owner and/or the tenant with a written report of deficiencies that must be corrected. The notice will advise the date the unit will be reinspected – generally in 28-days. If repairs are confirmed as corrected at the reinspection, there is no impact on the rental subsidy.
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Emergency Fail Items
Emergency fail items (see partial listing below) must be completed and confirmed within 24-hours:
Abatement Period
If all the deficiencies noted at the initial inspection are not repaired and confirmed at the scheduled reinspection, the rent will be abated* (withheld) effective the first day of the month following the failed reinspection. Payments will resume effective upon confirmation of all required repairs.
For example:
July 1, 2007
Inspection; unit fails HQS.
Aug 1, 2007
Scheduled reinspection date; unit fails or is not available for inspection.
Aug 17, 2007
Unit passes inspection.
The rent (HAP check paid by BHA) would be abated (forfeited) and owner would not be entitled to payment for 16 days (August 1 through 16). Payments will resume August 17. Since the rental subsidy is paid in advance on the first of each month, the BHA would deduct the overpayment from a future rental subsidy payment.
*Exception: If the deficiencies were the responsibility of the family, the BHA will continue providing subsidy payments (HAP), but will initiate termination of the tenant's voucher.
Note: Tenants must continue paying their rent portion to the landlord, during any abatement period.
Termination of Contract
BHA is responsible for insuring that all assisted units meet minimum Housing Quality Standards (HQS). If a unit is in abatement for more than 180 days, BHA will move to terminate the contract, and as appropriate, initiate termination action for the tenant.


text:
Statement on
Auditing Standards
Issued by the Auditing Standards Board
AICPA American Institute of
Certified Public Accountants
August 1980 31
Evidential Matter
( Supersedes Statement on Auditing Standards No. 1, section 330, " Evidential
1. The third standard of field work is:
Sufficient competent evidential matter is to be obtained through
inspection, observation, inquiries, and confirmations to afford a reasonable
basis for an opinion regarding the financial statements under
2. Most of the independent auditor's work in forming his opinion
on financial statements consists of obtaining and evaluating evidential
matter concerning the assertions in such financial statements. The
measure of the validity of such evidence for audit purposes lies in the
judgment of the auditor; in this respect audit evidence differs from
legal evidence, which is circumscribed by rigid rules. Evidential
matter varies substantially in its influence on the auditor as he develops
his opinion with respect to financial statements under examination.
The pertinence of the evidence, its objectivity, its timeliness,
and the existence of other evidential matter corroborating the conclusions
to which it leads all bear on its competence.
Nature of Assertions
3. Assertions are representations by management that are embodied
in financial statement components. They can be either explicit
Copyright © by the
American Institute of Certified Public Accountants, Inc.
1211 Avenue of the Americas, New York, N. Y. 10036
1234567890 AudS 89876543210


text: chimp_spanner 38 Posted June 24, 2013 Let's talk about em! What do you do to get out of them? What's the longest you've ever been in one? Myself, I feel like I'm just on the way out of a year+ block, although I'm still a little unsure of myself...still nervous that it'll all evaporate again. I think it's a mixture of nerves (people's expectations, my own expectations) and just the reality of having to concentrate on more practical things to survive. I do feel a lot better when I take several steps back and immerse myself in something unrelated to music (graphics, writing, films) and then ideas start to come but as soon as I get at my desk, something is lost. I'm hoping my new acquisition - a laptop DAW - will allow me to work wherever I need to to be comfortable and relaxed. It arrives tomorrow. Here's hoping! How about you all? Quote Share this post Link to post Share on other sites


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Documenting the adventures our military family. Whether its the escapades of our three energetic and crazy boys, posts on what it means to be a military family, or sharing with you a "look what I did" moment.
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text:
kvigsbo needed a new logo design and created a contest on 99designs.
A winner was selected from 69 designs submitted by 31 freelance designers.
We need a logo for our new online service.
Projects Made Easy
Desired Color Scheme:
Blue, green, gray (web 2.0)
Desired Style:
Image/icon and text on the same line. We like the current tagline, but we are open to your suggestions. Must look simple, sharp, elegant. We like two colors for the service name (Project=blue, Plus=green) - again, your suggestions are welcome.
Accepted File Formats:
This logo is for a new online Project Management solution. The design is in clear web 2.0 layout/colors and we need a logo that will look sharp, modern, professional and definitely web 2.0 in style.
- Must include the service name (ProjectPlus) with an image/icon to the left.
- Could be a play on characters, but we would prefer blue/green web 2.0, sharp.
- Must be absolutely Web 2.0 in style.
- Colors: Blue, green, gray.
Find out how a design contest works or learn more about our logo design services.


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Free WHMIS Training and Free WHMIS Test and Certification
This page is for the now out of date 1988 WHMIS program.
For the WHMIS training that meets the new WHMIS 2015 requirements click on the link above.
Free WHMIS online training, and print your own WHMIS certificate for free!
Protect your health and safety and by taking the free WHMIS training online.
This is the only truly free WHMIS training available. Others say they are free but charge for the certificate.
Many large companies and governmental organizations use this free WHMIS training exclusively. This training is great for all types of companies including construction companies. The free WHMIS training is good for all Canadian provinces especially Alberta and British Columbia.
This WHMIS training is designed using adult learning principles so that it is very easy to do but results in excellent learning to improve safety in your workplace.
You must be able to print your free WHMIS certificate from your own computer.
We don't keep copies of your WHMIS test or certificate.
Let me know if you would like me to customize this or any any other online training for your company. We can track your users and provide a certificate. Your satisfaction guaranteed!
Turn on your speakers as audio is a big portion of the training.
Please donate to keep this free WHMIS site open!
Please Donate today!
Click here to start the free WHMIS 1988 training.
Please donate to keep this free WHMIS site open!
Send me an email with any comments or questions at email@example.com