text:
From Stockholm
Lars Mullback writes –
Lars Mullback writes –
Could you help me to spread this text to the conductive world?
CE will stay in Stockholm – protesting parents won. The authorities capitulated at all fronts, because parents, disability organisations and disabled people themselves came together. They demanded VERY loudly and powerfully that CE and Move & Walk MUST be available in Stockholm. It took eight days to get politicians to unravel the decision so that CE and Move & Walk can stay in Stockholm.
This has been written a lot about this in the Swedish media and online. The only thing that I have seen on the international CE web sites, are at http://www.conductive-world.info. It is important to spread news, so we can help and understand each other. Conductive World carried eight stores on Move & Walk's struggle, including the 'Formal statement from Stockholm County Council' of 24 October.
Everything that Councillor Stig Nyman stated in his formal statement has been withdrawn, because in large parts that statement is incorrect and totally misleading. Stig Nyman's handling of this matter and his statement led to the political leadership's in Stockholm having an extraordinary meeting, specifially on this case, on 25 October. At this special meeting, it was decided that Stig Nyman's handling of the matter contained so many formal errors that the entire decision must be reversed. All participating political parties were in agreement to withdraw the decision, even those representing Stig Nyman.
The editor of the web-site www.conductive-world.info commented on this and wrote: 'Lars Mullback and a small group of parents were protesting publicly'. It was NOT a small group of parents. It was over fifty parents and children demonstrating over two days. And a united disability movement with several hundred thousand members, was behind the protests. I could not really have not done this myself.
CE and Move & Walk came to Sweden because many people with cerebral palsy and our families have demanded this concept. Now, after 15 years in the country, the protests over the closure threat has been so strong that even I have been shocked and touched to my very soul.
For the protesters, there is an obvious difference between such CE with conductors who have university degrees and CE (or intensive training) as a side skill within the multidisciplinary team. After this week of protests, are these differences for the target group now understood by everyone, because of all the letters and phone calls to the politicians from parents and from adults with CE experience?
One example is Julia, a 19-year-old girl. She describes her relatively small physical progresses by the example of sitting on a pallet and learning to move around it. To most of us, this sounds like a useless exercise, but for her this completed balance task has meant life and an introduction into her adult life. Not because of the exercise, but because of the understanding of her self, that CE has given her during the years since she was two.
She finishes her letter by telling that she saved money for a long time, to be able to go to Budapest. She went there in August 2012. This 19-year-old girl surely yearns for sunbathing and disco as do all equally alert and happy girls of her age. But Julia has had another dream, which she has to realise first. She writes –
'I went to the house where the founder of Conductive Education Dr András Pető lived. I had a rose with me. The most beautiful red rose. I had attached a written greeting to the rose. I left the red rose in gratitude there, for all he has meant to me and to many others.'
After the last big demonstration, another teenage girl came towards me with big tears rolling on her cheeks. We can call her Tess. I recognised her immediately. I remembered Tess as a two-year-old, and how she came to Move & Walk with her arms and legs strapped, lying down watching the ceiling, seemingly contactless, introspective. A skinny child, who had given up. I remember her because she reminded me of Kerstin, from my own childhood, with the same cerebral palsy diagnosis as Tess. Kerstin died as a sixteen-year-old, never having escaped from her strapped, sleeping stupor.
Tess came to me now, sixteen years old, alive, but full of sadness, seemingly afraid that the children would not get the same chance to life as she had had.
Tess was not strapped into a wheelchair. She walked toward me, on her own two feet, without crutches or support. She was the most vulnerable, thinnest and most unstable person I have ever seen, so divinely beautiful in her grief. In her slow walk towards me she looked like the most well-made marionette doll at the Royal Opera. It was as if both her body and soul were hovering above the ground, prevented from collapsing because of magical threads spun by the soul of faith, and by a hard-learned body-awareness experienced from years of CE.
Tess's tears ran still, but when she had come close enough, I saw that she was not crying with grief. She was determined.
'All societies are created by those who live there', she said. 'I'll become a political scientist. To be understood is democracy,' she said.
Suddenly I was the one crying. I cried with gratitude and a renewed strength. A strength that I shall never lose after this brief moment with Tess.
As a two-year-old child she had been awakened from her sleep because I helped Move & Walk to Sweden. Now she lived and stood straight, lifted by invisible and magic threads of pride and faith in the future. I have never seen CE so clear.
'Of course,' I said. 'Democracy needs you.'
My dream is an international organization, as strong as the Swedish, that can defend and demand that people with cerebral palsy are entitled to CE.
It is possible if we unite. We can unite, despite our differences.
The first proof that intellectual unity begins to take shape in the CE-world, is the book Conductive Education, written from Austria, Hungary, Germany and Sweden together, with support from the UK. See link:
Please pass this to whoever it may concern.
Facebook: http://www.facebook.com/lars.mullback
email: email@example.com


text:
Attacks with ice, fire, and water elemental magic.Final Fantasy VI PlayStation Bestiary entry
The Vector Chimera, also called Vectagoyle or Vectgoyl, is an enemy in Final Fantasy VI that can be found in Kefka's Tower.
Stats Edit
Battle Edit
It uses a variety of powerful elemental attacks, many of which hit the entire party. Fortunately, at the point in the game they are fought, they have low HP and can quickly be killed with the party's strongest spells. It has no elemental weaknesses or resistances, so any spells will work.
Coliseum setup Edit
Gigavolt, Aqua Breath, and Blaze are all evadable, but are better off absorbed or nullified with the Paladin's Shield, Minerva Bustier or a combination of other equipment. Thunder Shield will let the wearer absorb Lightning and nullify Wind, while a Red Jacket will let the wearer absorb Fire. Using Gogo or Relm's Sketch will let the player use Gigavolt (25%) or Aqua Breath (75%).
Formations Edit
|Encounter flags
|Introduction flag
|Musical theme
|Magic AP
|Norm. Normal
|Surr. Surrounded
|Vector Chimera x2
|Sides, individual
|Vector Chimera x2
|Sides, individual
|Vector Chimera, Primeval Dragon
|Sides, individual
|Vector Chimera, Great Malboro
|Sides, individual
AI scripts Edit
Normal script Edit
Attack Turns:
1st Turn: Attack (66%) or Nothing (33%)
2nd Turn: Gigavolt (33%) or Snowstorm (33%) or Blaze (33%)
3rd Turn: Aqua Breath (33%) or Snowstorm (33%) or Attack (33%)
4th Turn: Aqua Breath (33%) or Gigavolt (33%) or Blaze (33%)
If attacked by "Attack": Attack (66%)
Coliseum script Edit
Attack Turns:
1st Turn: Attack (25%) or Gigavolt (25%) or Aqua Breath (25%) or Blaze (25%)
If attacked by "Attack": Attack (66%)
Other appearancesEdit
Pictlogica Final FantasyEdit
Final Fantasy Record Keeper Edit
Etymology Edit
Kefka's Tower was built atop Vector, the Gestahlian Empire's former seat of power, and thus some enemies allude to it with their names. In molecular cloning, a vector is a DNA molecule used as a vehicle to artificially carry foreign genetic material into another cell, where it can be replicated and/or expressed. A vector containing foreign DNA is termed recombinant DNA.
chimera is a fire-breathing monster, one of the offspring of Typhon and Echidna. It is commonly represented with a lion's head, a goat's body, and a serpent's tail in Greek mythology. In modern usage, the term chimera is often taken to mean any sort of hybrid between two or more species.The
Vectagoyle and Vectgoyl is a portmanteau of "Vector" and "Gargoyle". Gargoyles were initially ordinary stone statues built on rooftops to let rainwater above flow down to the ground through certain paths. The statues were usually carved as monsters and strange creatures, which later spawned the belief that gargoyles are the guardians of the buildings they live in.

subset: commoncrawl


text:
ANN ARBOR, Mich. — A report released by the American Diabetes Association and the American Geriatrics Society Oct.25 that highlights critical gaps in research on diabetes in older adults was authored by an elite panel of national experts that includes University of Michigan Geriatrics Center Director Jeffrey B. Halter, M.D.
The panel found that adults age 65 and older are more likely to have diabetes than any other age group, but researchers and clinicians have the least amount of data regarding how best to treat this population.
The report also outlines what diabetes experts do know about older adults with diabetes, how the disease affects them differently than younger adults, what can be done to prevent or treat it and how best to fill the gaps in evidence to better address their needs. The panel also stresses the need for more research to fill the lack of medical evidence to better address the unique needs of the older adult population.
"One important issue is that older people are a very heterogeneous population, which means that recommendations cannot simply be based on age," says Halter, who is chief of the U-M Division of Geriatric Medicine and an internal medicine professor.
"One 75-year-old may have newly diagnosed diabetes but otherwise be quite healthy and lead a very active life, while another may have multiple diseases, dementia, and longstanding diabetes with complications. It's critical to consider overall physical and cognitive function, quality of life, and patient preferences when developing a treatment plan with an older patient."
Halter, who is board certified in geriatric medicine and endocrinology is a noted expert on diabetes care in older adults and a past president of AGS. He is available to speak with media on the topic.
The report was published in the online editions of the ADA's journal Diabetes Care and the AGS's Journal of the American Geriatrics Society. It may be viewed at: http://onlinelibrary.wiley.com/doi/10.1111/jgs.12035/full and http://care.diabetesjournals.org/content/early/recent.
The ADA and AGS press release may be viewed here: http://www.diabetes.org/for-media/2012/consensus-report-diabetes-in-older-adults.html
Media Inquiries: 734-764-2220 8 a.m.-5 p.m. ET


text:
Paxar's Q-Service for RFID Delivers Compliant Smart Labels
- Published: July 15, 2004, By pffc-online.com
WHITE PLAINS, NY, USA—Paxar reports its RFID service bureau, Monarch Q-Service, is in full production.
According to the retail supply-chain provider of bar code and identification technologies, Q-Service is the industry's first service bureau for RFID (radio frequency identification). "The new service enables suppliers to Wal-Mart and others needing RFID shipping and pallet labels to take delivery of these labels, programmed with their unique RFID data and printed with bar code and human readable data, in as little as 48 hours." Adds Paxar, "Now suppliers can meet retailers' current RFID needs without investing in hardware or systems."
Companies needing RFID programmed labels utilizing Paxar's Q-Service will provide Paxar with the data to be encoded as well as the human readable and bar code information to print on the RFID label, explains the company's release promoting the new service. "Paxar [will take] care of verifying the RFID chip , encoding the data, and printing the label," adds the company.
Visit Paxar at paxar.com.


text:
Jesse Jackson had a close call last week, narrowly missing being publicly exposed as a staunch friend to terrorists and anti-Semites, and having what's left of his career forever ruined. As it was, only a few newspapers reported that Mr. Jackson was en route to a meeting with Sheik Ahmed Yassin, the founder of the terrorist organization Hamas, when a bomb planted by Hamas exploded in the cafeteria of Hebrew University in Jerusalem and killed seven people, five of whom were Americans, including a New Yorker named Janis Ruth Coulter. When Hamas immediately claimed responsibility for the bombing, Mr. Jackson quickly turned his plane around and sped to Jerusalem to pay a hospital visit to some of those who survived the attack. One wonders if he told the victims that he had been on his way to break bread with the man who had just tried to murder them.
Just before embarking for his visit with the Hamas, Mr. Jackson- apparently on some sort of grand tour of terrorist tyrants-had made a public appearance with Yasir Arafat. The publicity-hungry reverend knows that the world's eyes are turned to the Middle East, and that he stands a good chance of getting some TV time by showing up there. Tarnished by scandal and virtually irrelevant in the U.S., he has to travel abroad to find an audience or a problem in which he can meddle. Mr. Jackson has nothing to offer but empty words and rhymes, and there is no situation that he cannot make worse, simply by diverting journalists from the hard job of reporting what's going on in the region. The idea that he is a statesman or impartial observer is a joke; that he was prepared to dignify the Hamas leader with a visit shows that he himself is bereft of dignity and lacks even the most cursory compassion for the scores of people murdered by Hamas and its partners in mayhem.
Unfortunately, none of the above comes as much of a surprise. Mr. Jackson has long been merely a parody of a civil-rights leader-brazenly putting his mistress on the payroll; coaxing then-President Bill Clinton into pardoning Dorothy Rivers, a woman who stole $1.5 million of taxpayer money intended for poor people and mentally handicapped children; spending over a million dollars annually of his organization's money to fly himself around the world, so that he can feed his ego and fatten his wallet. Perhaps someone should remind Mr. Jackson that when Martin Luther King Jr. won the Nobel Peace Prize in 1964, he donated the entire $54,000 in prize money to the civil-rights movement.
Hamas followed its cowardly attack on the college cafeteria by blowing up an Israeli commuter bus in Galilee, killing nine people and wounding 45. A Hamas spokesman said they wouldn't stop until "we kill 100 Jews." Presumably, Mr. Jackson will have moral reservations about rescheduling his powwow with Sheik Yassin. But don't bet on it.
Mayor Curbs Diplomats
You cannot be Mayor of New York, it seems, without announcing a campaign to crack down on serial scofflaws who traipse around town in cars bearing diplomatic plates-a shield, they think, from prosecution. More than 100 countries have consulates in New York, and their personnel have a tradition of ignoring the traffic and parking regulations that apply to everyone else. They get tickets, they laugh, they rip up the tickets and claim diplomatic immunity. And the Mayor of the moment fumes.
Michael Bloomberg seems intent on changing that scenario, and that's good news. He has warned the diplomatic community that illegally parked cars with diplomatic plates will be towed away beginning Aug. 9 if their owners owe outstanding fines.
It's about time. Until Mr. Bloomberg's aggressive posture, Mayors have looked helpless as they shook their fists against these overprivileged visitors and their contempt for local laws and regulations. Various Mayors have promised crackdowns, but have been able to deliver very little for their efforts.
Mr. Bloomberg, however, has decided to confront these scofflaws with that most potent of weapons: the tow truck. This decision was announced after City Hall tried peaceful negotiations to extract the millions of dollars in fines the international community owes New York-one consulate alone owes over $2 million. The effort was in vain. And so the Mayor declared war.
Mr. Bloomberg rightly noted that money isn't the only issue at stake. Cars with consular plates routinely block emergency-access lanes, meaning that the diplomats put us all in danger when they disregard the laws and regulations of this city they call home, at least temporarily. Our streets are too crowded, too economically important and too valuable to be parking lots for foreigners. "Everybody should follow the rules," the Mayor said.
Good for him, and good for us. And beginning on Aug. 9, the world's diplomats may get a look at parts of the city they never knew existed-the auto pounds on the West Side.
The Marriage Pill: Niagra
A good marriage may not only be good for your head, but also for your heart-literally. A study conducted by researchers at the University of Michigan has found that marital contentment influences the heart's ability to cope with heart disease. As reported in the Harvard Heart Letter , couples in which one partner had a serious heart problem were asked about the state of their marriage; four years later, 54 percent of those with good marriages were still alive, compared with 42 percent of those with less happy unions. Among those with mild heart disease and agreeable marriages, 78 percent were alive four years later. As the Harvard newsletter wrote, "What's happening at home may be just as important as blood pressure."
One imagines that further research may reveal that wedded bliss has a similar affect on other potentially fatal conditions. Who knew the famous fairy-tale phrase "and they lived happily ever after" was actually a medical diagnosis?
If the drug companies could make a pill for a happy marriage, they'd probably call it Niagra.


text:
Feel free to contact us on
1-800-704-2951 (toll free)
Clarinex is an anti-allergic and antihistamine medicine proposed to treat viral infection such as skin rashes, runny nose, watery eyes, etc. You can use this medicine to ease the effect of the histamine that is liable to cause allergic reaction. In short, histamine is responsible to turn your immune system more affected against viral infection. Cheap Clarinex online holds Desloratadine as a key constituent, which plays a significant work in quashing the seasonal allergies.It acts well to comfort, ease and reduce the symptoms of the allergies. Since, we have all the medicine approved by FDA; one can take it without any hesitation. It has been consumed by many and found positive in response. You can get this medicine order from the most eminent site called onlinegenericpills.com.
Manufacturer: Sun Pharma
Availability: In Stock
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One needs to take the dose as per the directed way or according to the severity. Well, the quantity of dosage varies person to person and gender to gender. The minimum amount of dosage is 60 mg and the maximum is 180 mg prescribed to be taken.Two pills a day have been directed to take. Take the medicine wholly without breaking and crushing. Since, it is an oral pills; one must take it with the normal water.
Safety measures
Circumvent taking the medicine in excessive and moderate quantity. Let your doctor know, if you are facing any severe health complication or running any other medicine process. It has been restricted to the woman who is under breast feeding and pregnancy stage.
Diarrhea, headache, giddiness, nausea, weakness, vomiting, etc. are seen widely.
Do store the supplements in the moderate temperature.
Read / Write Reviews


text:
Recon Independent Assessments again provided investigative services, in partnership with the Architect working for Facilities Maintenance, on a university campus in North Florida to provide valuable information that will allow for the creation of repair documents to stop ongoing water intrusion issues affecting a building.
By documenting the existing conditions and performing testing, we were able to locate the defects causing the water intrusion.
A report documenting the sources of water along with photos detailing and supporting our conclusions was submitted the following day.
Recon is proud to have built an ongoing relationship with the facilities staff and architect that has been ongoing for years.
If your building is being affected by water intrusion, we can provide similar services for you. Give us a call to learn how we can do it.
Responsive – Diligent – Affordable


text:
I am collaborating on a spare-time project with someone else that has access to Mathematica. I do not. He has supplied me with his notebook file. Is it possible for me to open, or import this file in any other piece of software?
If not, are there any options to export from Mathematica to another format or language? I have heard that it is possible to export from a .nb file to C/C++ code, but I don't know if my co-conspirator can do this or what the best options are.
For my specific case, export to C++ would be ideal.


text:
Reading Assessment Program Overview: Frequently Asked Questions
About SRI
- What is Scholastic Reading Inventory (SRI)?
- What is SRI Enterprise Edition?
- What grade levels does SRI cover?
- What are the top ten features of SRI Enterprise Edition
- How does SRI work?
- How often should SRI be administered?
- What types of reports does SRI generate?
- Which demographic subgroups are available through SRI reports?
About SRI's Assessment Features
- What is a computer-adaptive test?
- What types of passages does SRI use to assess students?
- Which item format does SRI use to assess students?
- Which comprehension skills are needed to answer SRI questions correctly?
- What are Lexiles and how are they used in SRI?
- Why do I sometimes see my students' scores decrease from one administration to the next?
- How were the cut scores established for the various proficiency levels reported by the SRI?
- What is "cloze" and how is it used in SRI to create questions? Is it a good measure of reading comprehension?
- Since most of the items in SRI use single words rather than phrases as response options, how can I be sure that the student's ability to answer correctly isn't being affected by their vocabulary knowledge rather than their ability to comprehend what they have read?
- How do I articulate "One Year's Growth" using Lexiles? For example, if a student starts the year with a Lexile of 550L, according to SRI, what Lexile would be needed to show one year's worth of growth?
- Are there grade-level equivalents associated with the Lexile scores reported by SRI?
Research and Validation
- What is the research and validation behind SRI?
- What do the normative data reported by SRI indicate?
- What was the norming sample for SRI?
- Why do students' Lexile measures reported by SRI sometimes differ from those reported by another assessment?
- What is Standard Error of Measurement (SEM) and how does it affect SRI's scoring and reporting?
Relationship between State Test Results and SRI
- Can state test results be used to adjust the starting point for students taking the SRI for the first time?
- Is SRI useful for predicting students' results on end-of-year state tests?
- How does SRI connect to high-stakes tests?
About SRI
What is Scholastic Reading Inventory (SRI)?
SRI (SRI) is a research-based, computer-adaptive reading assessment for Grades K–12 that measures students' level of reading comprehension and reports it using the Lexile Framework® for Reading. Data aggregation and disaggregation by demographic subgroup helps administrators monitor progress toward Annual Yearly Progress (AYP) while classroom and student-level reports help teachers to place students, differentiate instruction, monitor progress, and forecast state test results.
What is SRI Enterprise Edition?
The newest edition, the Enterprise Edition of the suite of Scholastic technology products, is built on Industry-Standard Technology that is smarter and faster and features SAM (Scholastic Achievement Manager) — a robust new management system. SAM provides district-wide data aggregation capabilities to help administrators meet AYP accountability requirements and to provide teachers with data to differentiate instruction effectively.
What grade levels does SRI cover?
SRI may be used with students in grades K through 12. While kindergarten and first-grade students can be enrolled in SRI, we recommend they use the assessment only if they are already reading.
What are the top ten features of SRI Enterprise Edition?
- 1. Assess Reading Levels: SRI produces accurate measures of students' reading abilities to help educators make school and district-wide instructional decisions to improve overall student achievement.
- 2. Progress Monitoring: SRI tracks reading progress over time, to help identify struggling readers, plan for instruction, gauge the effectiveness of a curriculum, and demonstrate accountability.
- 3. Actionable Results: SRI generates criterion- and norm-referenced results for each student, including a percentile rank, stanine, normal curve equivalent (NCE), grade-level standard, performance standard, and native Lexile® measure.
- 4. Comprehensive Reports: More than 20 actionable reports provide valuable and timely information that clearly connects to classroom instruction and aligns to No Child Left Behind requirements.
- 5. Computer-Adaptive: The test's level of difficulty automatically adjusts in response to students' answers, resulting in fast, accurate assessment, with no "test burnout" for students.
- 6. Authentic Text Passages: All SRI test questions are based on authentic text passages, both fiction and nonfiction, that increase test validity as well as student interest and motivation.
- 7. Match Students to Books: Based on the Lexile Framework® for Reading, SRI gives each student a personalized reading list of books matched to his or her interests and measured Lexile® level.
- 8. Demonstrate Accountability: Now with full data aggregation capabilities, SRI Enterprise Edition enables educators to disaggregate student data by demographic subgroups to demonstrate accountability and measure progress toward AYP.
- 9. Quick and Easy Administration: SRI is entirely computer-based and can be administered independently in as little as 20 minutes. SRI's flexible and advanced technology allows tests to be administered in schools throughout districts simultaneously.
- 10. Flexible and Economical: Educators have unlimited access to SRI including tests and over 20 reports. Student testing licenses are reusable from year to year making formative assessment an affordable component of any curriculum.
How does SRI work?
With SRI, students receive a score in approximately 20 minutes:
- 1. Students log on and enter their username and password.
- 2. Students select areas of reading interest.
- 3. Students spend approximately 20 minutes taking the computer-adaptive test.
- 4. Students receive personalized reading list based on their chosen interests and measured reading level (Lexile measure).
- 5. Educators immediately have access to clear, actionable reports.
How often should SRI be administered?
We recommend that SRI be administered three to four times a year: at the beginning, middle, and end of the school year. Spacing the assessments in this way allows time between tests for students to make gains through instruction and practice, and for teachers to make informed instructional decisions.
What types of reports does SRI generate?Using the Scholastic Achievement Manager (SAM), educators immediately have access to over 20 actionable reports that can be disaggregated by AYP criteria to monitor progress and forecast state test results. Classroom- and student-level reports allow teachers to monitor progress, plan for instruction, set goals, and communicate with parents or caregivers. Go to http://teacher.scholastic.com/products/sri_reading_assessment/management_system_reports.htm for more information and to view sample reports.
Which demographic subgroups are available through SRI reports?
All of the demographic subgroups identified by NCLB are available within SRI as well as customizable criteria that can be defined by the school or district.
About SRI's Assessment Features
What is a computer-adaptive test?
SRI utilizes computer-adaptive technology. As a student takes the test, the software monitors the response to every question. If the student answers incorrectly, the next question will be slightly easier. If the student answers correctly, the next question will be slightly harder. Therefore, the test "adapts" to the student's ability, adjusting the difficulty level of each question until the student is precisely matched to a Lexile® level. Computer-adaptive technology results in fast, accurate assessment with no "test burnout" for students.
What types of passages does SRI use to assess students?
SRI uses only authentic text passages. All items in the item bank are based exclusively on passages from authentic children's books, both fiction and nonfiction, as well as excerpts from young adult and classic literature, newspapers, magazines, and periodicals. SRI tests overall comprehension of this literature, providing educators with actionable data that can be used to improve performance.
Which item format does SRI use to assess students?
SRI uses the embedded completion item format, which is similar to the fill-in-the-blank or cloze format and directly assesses the reader's ability to draw inferences and establish logical connections between the ideas in the passage.
Which comprehension skills are needed to answer SRI questions correctly?
SRI is designed to measure how well students understand literary and expository texts of varying degrees of difficulty. SRI measures reading comprehension by focusing on the skills readers use when studying written materials from various content areas. These skills include identifying details in a passage, identifying cause-and-effect relationships and the sequence of events, drawing conclusions, and making comparisons and generalizations.
What are Lexiles and how are they used in SRI?
The Lexile Framework® for Reading is a scientific approach to reading comprehension and text measurement that matches a reader's ability to a text's difficulty, allowing individualized monitoring of progress. It includes the Lexile® measure and the Lexile scale. The Lexile measure is a reading ability or text difficulty score followed by an "L" (e.g., "850L"). SRI uses the developmental Lexile scale for texts ranging from 100L for beginning readers (BR) to above 1500L for advanced readers. Because SRI's standard error of measure is ±50, any score below 100L is reported as "BR." Any score above 1500L is reported as 1500+ due to the limited number of authentic texts available to provide items aligned to scores above 1500L. All Lexile Framework products, tools, and services rely on the Lexile measure and scale to match reader and text.
Lexile measures are the most widely adopted reading measures in use today. Tens of thousands of books and tens of millions of newspaper and magazine articles have Lexile measures — more than 450 publishers Lexile their titles. Using Lexiles, teachers can match students to texts for both their interest level and reading ability — essentially tying assessment to instruction on a daily basis.
Why do I sometimes see my students' scores decrease from one administration to the next?
Changes in test scores from one administration to the next may be the result of several factors, besides instructional interventions. There are external factors (separate from the test itself) that can and will impact the score. A student's reading level may have actually changed, so any instruction or practice that took place between test administrations must be considered. In addition, the student's state of body and mind at the time of testing can greatly affect the test score. The student may be tired, hungry, or distracted during an administration, which can impact performance.
There are also factors internal to the tests that can lead to differences in scores, even if the scores are being reported on the same scale. The item format, length of test, and level of difficulty can greatly impact the score. In addition, every test has a predictable amount of measurement error that affects a student's score and will vary from test to test. SRI has been designed to minimize the measurement error for any given student. For each test administration, SRI's algorithm selects items based on the student's response to the previous item. If the student answered the item correctly, then a harder item is selected; if the student answered the item incorrectly, then an easier item is selected. The test constantly adjusts between more and less difficult items, but makes more precise adjustments each time. The result is to zero in on the student's true ability with the least measurement error possible. SRI's test engine takes this a step farther. With each subsequent administration, the test starts at the level where the student's previous test left off. Over time, with repeated administrations of SRI, the measurement error associated with a score gets smaller and smaller, resulting in much greater accuracy in reading-level measurement.
How were the cut scores established for the various proficiency levels reported by the SRI?
The cut scores used to define the several SRI performance standards were set using a well-established, conventional norming procedure. A panel of educators, including curriculum specialists, test development consultants, and other relevant educators, was convened to help set the cut scores. This panel first reviewed established reading performance standards that could be reported on the Lexile scale. They reviewed two types of standards: reader-based and text-based standards. For the reader-based standards, panel members were given information about when the standards had been established, the policy definitions of the standards (where available), the proficiency descriptors associated with each standard, the method used to set the standards, and what data, if any, had been given to previous panel members to indicate the consequences of setting the proficiency levels at certain scores.
Reader-based standards were derived from several large-scale standardized tests along with state testing programs that report results using the Lexile scale. These included the Stanford Achievement Test — Version 9, the North Carolina End-of-Grade test, and the National Assessment of Educational Progress (NAEP).
Text-based standards were derived using the Lexile scale resulting from numerous text sources, including the reading passages of the NAEP Grades 4, 8, and 12; text materials found in classrooms and for which Lexile values were available; materials associated with adult literacy; novels; grade-level-based curriculum materials, such as READ 180 by Scholastic, Inc.; and other materials associated with literate citizenship (e.g., newspapers; readings on morals, ethics, and religion; etc.).
In Round One of setting proficiency standards, panel members studied the previously established standards and individually determined the Lexile measures that each thought should define student performance within the "Proficient" category (i.e., the top and bottom Lexile values for a "Proficient" score).
In Round Two, these Lexile values were disseminated among the members of the group. The panel discussed the values and reached a consensus about which values were appropriate for each grade. In addition, the panel identified lower intervention or "at-risk" points for flagging students who score significantly below grade level on SRI.
Finally, in Round Three, impact data using reader-based standards were provided to panel members for the purpose of adjusting, if they deemed necessary, the cut scores of the proficiency categories. Impact data showed the the panel members what percentage of a sample of students would fall into the several proficiency categories given the score ranges adopted by the panel. The panel could then decide to make further adjustments.
The final cut scores that resulted from this process are presented in the Scholastic publication, Scholastic Reading Inventory Technical Guide.
What is "cloze" and how is it used in SRI to create questions? Is it a good measure of reading comprehension?
In its simplest form, cloze is a deletion procedure used to measure syntactic and semantic understanding. In the basic cloze test, after the eighth or tenth word of a selection, every seventh or tenth word (the value varies depending on the approach) is deleted, including function words such as articles, conjunctions, etc.. The student's task is to restore the deleted words. SRI does not use a strict cloze procedure to create questions. No words are deleted from the passages that students are presented. Only the embedded completion items, described above, omit a word or phrase, and the rules for this missing word differ from those used to create traditional cloze reading test passages. The blanks or missing phrases are designed to assess specific aspects of a student's comprehension of the reading selection and thereby provide a much more complete and in-depth measure of reading comprehension than conventional cloze test items.
Since most of the items in SRI use single words rather than phrases as response options, how can I be sure that the student's ability to answer correctly isn't being affected by their vocabulary knowledge rather than their ability to comprehend what they have read?
Because SRI is a computer-adaptive assessment, each of the items is intended to probe students' comprehension of the corresponding passage. The response options for all of the items in SRI were written to be at or below the reading level of the passage. In addition, the response options were written to be at the same approximate level. Most students are likely to be equally familiar with all four response options. Students are likely to experience difficulty with vocabulary only if they see passages and items that are above their reading level, and SRI supplies easier items when students answer incorrectly.
Below is information from Scholastic Reading Manual about the item format:
There are two main advantages to using the embedded completion item format in SRI. The first is that the level of reading of the statement and the four options is controlled to insure that their difficulty level is easier than the most difficult word in the passage. The second advantage of the embedded completion format is that authentic passages are used and no attempt is made to control the sentence length or vocabulary of the passage. The embedded completion statement is as short or shorter than the briefest sentence in the passage. These two advantages help insure that the statement is easier than the accompanying passage.
The statement portion of the embedded completion item can assess a variety of skills related to reading comprehension: paraphrase information in the passage; draw a logical conclusion based on the information in the passage; make an inference; provide a supporting detail; or make a generalization based on the information in the passage. The statement is written to ensure that by reading and comprehending the passage the reader is able to select the correct option. When the statement is read by itself, any of the four options could be plausible.
Item writers were provided vocabulary lists to use during statement and option development. The vocabulary lists were compiled from word lists compiled by MetaMetrics based on vocabulary research related to determining the Lexile measures (difficulty) of words. The rationale was that these words should be part of a reader's "working" vocabulary since they had been learned the previous year.
How do I articulate "One Year's Growth" using Lexiles? For example, if a student starts the year with a Lexile of 550L, according to SRI, what Lexile would be needed to show one year's worth of growth?
There are several ways of measuring "one year's worth of growth." If the student is in seventh grade, for example, one way to interpret one year's growth is by finding the difference between the Lexile score at the 50th percentile in seventh grade and the Lexile score at the 50th percentile in eighth grade. It is important to note, however, that reading development is not linear; that younger students are expected to show more growth than older students.
With that in mind, if the seventh grader above is actually reading at a second-grade level, one could also review the growth expectations from the 50th percentile in second grade to the 50th percentile in third grade, a larger difference than would be calculated in the first example.
Are there grade-level equivalents associated with the Lexile scores reported by SRI?
The Lexile scale is a criterion-referenced, continuous scale. Therefore, grade equivalents are less relevant to it than to other strictly norm-referenced scales. If you review the poster SRI and the Lexile Framework included with the SRI software, you will notice that the Lexile values associated with the materials for a given grade comprise a range, and the range spans more than one grade. In other words, when it comes to text-based measures, there is no single value that can be said to characterize all the written materials in a given grade. Similarly, if you review the normative results from SRI, you will see that ability within a grade spans a range of Lexile values.
The closest approximation of a given reader-based Lexile measure to a grade equivalent is the median Lexile score for that grade; that is, the Lexile score equivalent to the 50th percentile for the grade. For example, the Lexile score equivalent to the 50th percentile in spring of Grade 4 is 700L; therefore, fourth grade could be considered the grade equivalent for that score. Notice, however, that for the 50th percentile in spring of fifth grade, the corresponding Lexile scores are 805L and 810L. In this case, these two scores — or the range of scores between them — correspond to the fifth-grade level.
Again, this approach is useful for approximating grade-level equivalents. A central feature of the Lexile Framework is its continuous and criterion-referenced scale. The Lexile Framework reports on a scale of text difficulty that more readily enables you to select appropriate reading materials and, where the difficulty of the materials is fixed by the curriculum, adjust your instructional support. Strict grade equivalents, on the other hand, do not provide this flexibility.
Research and Validation
What is the research and validation behind SRI?
SRI has undergone extensive studies and been proven to be an accurate indicator of performance on end-of-year state tests.
The Technical Guide included with the product describes how SRI was developed as well as its technical specifications, validity, reliability, and scoring.
What do the normative data reported by SRI indicate?
Norms are derived from the administration of a given assessment, in this case SRI, to a large and representative sample of students across several grades. Students are selected to represent as closely as possible the relevant characteristics of the national population of students. The results of this large, grade-by-grade administration (or the accumulation of data that produces a sample large enough to be representative) create grade-specific, rank-ordered distributions of performance. In other words, for each grade, scores are arranged from lowest to highest to determine the percentage of students at each score. The percentile rank associated with each score represents that score's position in the ranking.
Because the sample from which the percentile ranks are derived is large and nationally representative, it can be used to determine how your students compare nationally to students in the same grade. For example, when a student earns a Lexile score at the 35th percentile on SRI, he or she is doing as well as or better than 35% of students nationally in the same grade. A student who scores at the 50th percentile is doing as well as or better than 50% of students nationally in the same grade. Percentile ranks do not tell you in an absolute terms how well your students are doing, only how well they are doing compared to other students at their grade level. In other words, normative information tells you nothing about students' mastery of the knowledge, skills, or abilities being measured, only about the relative standing of students compared to one another.
What was the norming sample for SRI?
The normative information that informs SRI is based on a large sample of students in a medium to large state in the U.S. The demographics of the sample were similar to the school-age population in the United States as a whole: 66.3% White, 29.3% African-American, 1.7% Native American (American Indian), 1.2% Hispanic, 1.0% Asian, and 0.6% Other. Less than 1% (0.7%) were classified "limited English proficient," and 10.1% were classified "students with disabilities." Approximately 40% were eligible for free or reduced-price lunch, and approximately half of the schools in the state had some form of Title 1 program. Finally, the distribution of scores for students in the sample on norm-referenced and other standardized measures of reading comprehension (other than SRI) was similar to those reported for national samples.
Why do students' Lexile measures reported by SRI sometimes differ from those reported by another assessment?
SRI produces a score, or estimate, of reading ability based on a well-defined set of procedures that make continual use of information collected while the student is taking the test.
A Lexile reported by a paper-and-pencil test may differ from a Lexile reported by a computer-adaptive test simply because a paper-and-pencil test delivers the same items to each student, regardless of reading level, whereas a computer-adaptive assessment continually tries to deliver items that keep the student at a 75% comprehension rate, resulting in a more accurate Lexile measure.
Two Lexiles derived from computer-adaptive assessments may also differ for several reasons. External factors aside, all tests have a Standard Error of Measurement (SEM) that will cause predictable variance in results. See the next question for details on the SEM of SRI.
What is Standard Error of Measurement (SEM) and how does it affect SRI's scoring and reporting?
Every test has some inherent measurement error related to how the test items were developed and calibrated and the number of questions asked. In addition, the test taker always introduces a degree of measurement error due to prior knowledge, health, and/or motivation. SRI is also subject to measurement error caused by a student's unfamiliarity with the test's item format and mode of administration (paper and pencil versus computer) and lack of prior knowledge of a student's reading ability.
As a student takes the SRI multiple times, more information is gathered about the student's true reading ability and stored within the program. This history and students' growing comfort and familiarity with the assessment lead to more accurate test targeting.
For example, the SEM for the first administration of SRI is approximately 93L when only the student's grade level is known, but SEM is reduced to approximately 56L when both grade and reading level are known. The table below shows the average SEM on SRI by extent of prior knowledge. Essentially, the more information SRI has about a student's reading level at any given administration, the more accurate the results will be, and, correspondingly, the lower the SEM.
|Average SEM on the SRI Interactive by extent of prior information
|Number of Questions
|SEM: Grade Level Known
|SEM: Grade and Reading Level Known
Relationship between State Test Results and SRI
Can state test results be used to adjust the starting point for students taking the SRI for the first time?
There are several ways to use state reading test results to adjust the starting point for students taking the SRI. Which method you use will depend on the way in which your state reports results from the reading and/or language arts portions of your state end-of-year assessment. In particular, your state may use a test for end-of-year NCLB reporting from which Lexile scores are available. If this score is available, you can enter it in SRI before testing the student. State test results are also often reported by percentile rank and their corresponding stanines. If you have this additional information, you should enter it as well. In the absence of Lexile scores from your state's test, you should enter percentile and stanine data where available.
Is SRI useful for predicting students' results on end-of-year state tests?
Research conducted by Scholastic, along with research conducted independently by educators using SRI, has demonstrated that there is a strong and positive correlation between results obtained by SRI and state end-of-year assessments. In particular, when SRI is administered early in the school year, results can be used to identify students who may be at risk for not achieving the targeted proficiency levels in reading on end-of-year assessments. While all students can be tested and monitored throughout the school year with SRI, certainly students in the lowest quartile (and perhaps the lowest two quartiles) should be targeted for instructional intervention and their progress monitored throughout the year. When used in a programmatic way, SRI can serve as a valuable tool for evaluating the effectiveness of a particular intervention. Moreover, because SRI reports student results on a criterion-referenced scale that indicates the difficulty of materials that a student can read, it can also be used to select classroom reading materials as well as materials for independent reading. Criterion-referenced scores can also be used to evaluate the difficulty that struggling readers are likely to experience with the mandated materials that are a fixed part of your curriculum.
See Because You Can't Wait Until Spring,Using the SRI to Improve Reading Performance by Dr. Kim Knutson on using SRI to predict state test results for the Florida Comprehensive Assessment Test (FCAT).
How does SRI connect to high-stakes tests?
The Lexile Framework has been linked to most national norm-referenced assessments, including many individual state tests. By utilizing the Lexile Framework, SRI gives educators a unique opportunity to bridge the gap between high-stakes assessment and instruction and provides an indication of future performance on such tests.
High correlations with many standardized tests strongly validate SRI as a measure of reading comprehension. (See Enterprise Edition Tables 1 and 2 below.)
|Table 1. Correlations of the SRI-P
|Stanford Achievement Test (SAT-8)
|North Carolina End-of-Grade Test of Reading Comprehension (NCEOG)
|Table 2. Correlations of the SRI-I
|3–5, 7
|Comprehensive Test of Basic Skills (CTBS)
|North Carolina End-of-Grade Test of Reading Comprehension (NCEOG)
|Pinellas Instructional Assessment Program (PIAP)
In addition to the correlations above, the Lexile Framework for Reading has been linked to several standardized tests of reading comprehension. The results of some of these studies are presented in Table 3.
|Table 3. Linking Studies with the Lexile Framework for Reading
|Stanford Achievement Test (SAT-9)
|Stanford Diagnostic Reading test (SDRT-4)
|North Carolina End-of-Grade Test of Reading Comprehension (NCEOG)
More recently, Scholastic Education's Research and Validation Department sponsored a study linking the SRI to the Florida Comprehensive Assessment Test (FCAT), the results of which are presented in Table 4.
|Table 4. Correlations of SY2001-02 Fall and Spring with Spring 2002 FCAT Reading Scale Scores
|Fall SRI-I Lexile
|Spring SRI-I Lexile
Knutson, K. (2006). Because you can't wait until spring: Using the SRI to improve reading performance. New York: Scholastic Inc.
Scholastic. (1999). Scholastic Reading Inventory using the Lexile Framework technical manual forms A and B. New York: Scholastic Inc. and MetaMetrics, Inc.
Scholastic. (2001). Scholastic Reading Inventory Interactive technical guide. Scholastic Inc.


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Like a lot of young women, Maria Gabriela Chavez is obsessed with chronicling her life on Instagram. Unlike a lot of young women, she's the pampered daughter of one Latin American strongman and still buddy-buddy with another.
Yes, Hugo Chavez's youngest daughter visited uncle Fidel this week and posted new photos of the aging Cuban dictator on her Instagram.
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According to reports, Gaby and her sister Rosa left Venezuela shortly after massive protests engulfed the country earlier this year. The two were believed to have taken refuge in Argentina. Though, judging from Gaby's Instagram account it doesn't seem to have had much of an effect on her life. She hasn't stopped posting pictures of her with her boyfriend, photos of her small dogs and several tributes to her deceased father.
As for Fidel, these are the first new photos we've seen of him since pics of him meeting with Argentina's president Cristina Fernandez emerged earlier this year. The Associated Press later concluded that those photos had been digitally altered to remove the site of a hearing aid from Castro's ear.
Noticeably, no hearing aid appears in these new photos.
Follow Miami New Times on Facebook and Twitter @MiamiNewTimes.


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This book is under contract with Edinburgh University Press for delivery of the final typescript by 31st January 2020, and publication by the end of 2020.
It is part of the Edinburgh University Press series which follows the titular format X and the Arts (for example Virginia Woolf [2010], T.S. Eliot [2016], and The First World War [2017]). More broadly, the volume will belong to the series Edinburgh Companions to Literature and the Humanities. It will be 250,000 words long, and will contain thirty chapters concerning different aspects of D.H. Lawrence's relationship to the arts written by different specialists in the relevant fields, including the editors, who will also introduce the volume.
Dr. Catherine Brown, New College of the Humanities, UK
Dr. Susan Reid, University of Northampton, UK
The Edinburgh Companion to D.H. Lawrence and the Arts has the dual aim of introducing Lawrence relevantly to today's students, who may be largely unaware of the turbulent history of his reception, and of re-presenting him to experienced readers and scholars who are themselves part of that history. All will be offered a fresh and innovative exploration of Lawrence's own freshness and innovativeness. Recent international publications suggest a growing interest in modernism and the arts, and an encouraging resurgence of publications on Lawrence in general have also exhibited particular interest in Lawrence and the arts.
Key Features
- This will be the first comprehensive volume covering D.H. Lawrence's diverse engagement across the arts..
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D.H. Lawrence, philosophy, aesthetics, arts, modernism, literary theory


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Hint, it's not the lead story.
Hint, it's not the lead story.
Craig Murray (h/t Lenin) has some interesting thoughts on the incidents in London. Cui Bono- To whose benefit he asks. (also read his post on Lockerbie which ties in with the investigations in Private Eye that point to Syria, Libya was blamed out of political expediancy).
While these incidents will be played for all they are worth by the war on terrorism industry I hope most people are made of more sense and see this as a price of an iniquitous foreign policy and demand change. Otherwise it is ID cards, cameras, authoritarianism and endless fucking war.
Quite cheap too, so Chiquita pay Colombian AUC (right wing paramilitaries funded by the US and coordinating their killings with President Uribe and the Colombian military) terrorists to keep their banana plantations safe and productive and to keep workers under the gun.
Chiquita finally gets taken to court, they are found guilty, no one goes to prison, instead they pay $25 million to the US Govt. hush money.
Profits from their operations are at least $49 million, so overall they get away with murder and make $24 million in profit and their shares go up (ain't Wall Street grand?).
So do not under any circumstances buy their shitty bananas.
"Chiquita gives a lot of money to both political parties in the United States, has huge political influence, and the administration is petrified by the spectacle of this company,"
Which ranting lefty said that? erm UK Conservative politician Leon Brittan actually. Noreena Hertz used the influence Chiquita wields as an example of how our democracies have been replaced with corporatocracies-
"the ability of big business and its representatives to sidestep the controls imposed by governments is already apparent, as evidenced by the growing dominance of free trade interests in international decision making…In Geneva nations more or less owned by corporations are pitted against each other in the WTO arena, unable to decide for themselves how they and their citizens would like to live and trade. This is not good because the businesses will be thinking about what is in the best interest for them rather than the country and the citizens. The example she gave to describe had to do with Chiquita. The EW was trying to protect small producers of bananas; Chiquita persuaded US trade representatives that the policy was unfair and harmful to the interests of the US. The US administration then began to support Chiquita which also had to do with the fact the corporation donated so much money to both the major political parties in the US.
Now hearings are revealing the extent of the financial and moral corruption
The United States shares the blame for Colombia's suffering, a top Democrat said Thursday at a congressional hearing focusing on allegations that U.S. companies funded illegal right-wing militias that have killed hundreds of union activists in the Andean nation. "We are complicit in the devastation of that society," said Rep. Bill Delahunt, a Democrat. "So it is a moral imperative that requires us to help Colombia end that cycle of violence"
Delahunt, who chairs the House Subcommittee on International Organizations, Human Rights and Oversight, spoke during a hearing in which Chiquita Brands International Inc. and the Alabama coal company Drummond Co. Inc. were singled as having close ties to Colombia's paramilitaries. Chiquita has acknowledged having paid paramilitaries $1.7 million (€1.3 million) in protection money over six years.
The president of Colombia's national mining union, Francisco Ramirez, claimed not just Chiquita and Drummond but also Coca-Cola, Occidental Petroleum, BP Amoco and Exxon Mobil were complicit in the killing of union activists in Colombia — either by paying paramilitaries or indirectly through the U.S. military aid for Colombian army units that he said committed the murders.
Korova reported recently on a lawsuit by families of murder victims of AUC paid by Chiquita on Chiquita plantations-
The Florida lawsuit seeks unspecified damages for families of 22 AUC victims, who lived on Chiquita plantations or in nearby villages in Colombia, plaintiffs' attorney William Wichmann said. The victims died between 1997 and 2004 in the banana-growing region of Uraba in northwestern Colombia.
"They were all murdered, including a teacher, a student and an 8-year-old child who was hit by a stray bullet, but nonetheless was murdered," Wichmann said.
Some have called for the executives to be extradited and tried in Colombia, but Uribe is part of the mechanism of business and death squads with US and corporate slush funds that runs the client state of Colombia. Terrorism used to maintain and protect trade and profits for US corporations does not get treated as such in the 'war on terror', so justice might be a while coming yet.
h/t to Kyle at Immigration Orange
A foreign military air strike in southern Afghanistan killed 30 civilians, including women and children, a district mayor said Saturday, citing initial investigations.
"Our initial investigations show that 30 civilians, including women, children and men, have been killed," said Dur Alisha, the mayor of Girishk district in the southern province of Helmand.
Detectives hunted Saturday for suspects who abandoned two explosives-packed cars in the heart of London's nightlife district, reviewing closed circuit television footage and scouring the vehicles for clues.
Counterterrorism officers at Scotland Yard briefed Prime Minister Gordon Brown on Saturday, and the British leader later chaired a meeting of top spies, police and senior officials in COBRA, the government's emergency committee, his office said.
Detectives said they were keeping an open mind about the suspects, but terrorism experts said the signs pointed to a cell linked to or inspired by al-Qaida. Police would not comment on an ABC News report saying police had a "crystal clear" picture of one suspect from CCTV footage.
Now I'm sure the flight logs will also give a crystal clear identification of the pilots and the chain of command will show who ordered the strike, so will detectives be swooping on these perpetrators? I mean this mob actually succeeded unlike the moron and his car bomb. Now then if only someone could find out why people are driven to attack us in any way they can…clearly I'm nowhere near intelligent enough to work that one out. Hey wait a minute I just read those reports again, you don't think…nah couldn't be.
On the down side it is the Daily Mail, but anyways-
The music industry has reacted angrily at a decision to give away the new album by US musician Prince with a tabloid newspaper. Planet Earth will be given free with a future edition of the Mail on Sunday. The 10-track CD from Prince – whose hits include Purple Rain, Sign O' The Times and Cream – is not due to be released until 24 July.
Now look at the attitude of corporate bully boys, they have absolutely no comprehension of an artist creating and distributing their work on their terms, the sheer sense of entitlement by the music industry to own and control all rights of an artist's work is psychotic-
Paul Quirk, co-chairman of the Entertainment Retailers Association, said the decision "beggars belief".
"The Artist formerly known as Prince should know that with behaviour like this he will soon be the Artist Formerly Available in Record Stores,"
The deal has also led to the UK arm of Sony BMG pulling out of the distribution agreement. "Given the sheer number of copies we are talking about here it seemed the right thing to do for retailers to become exempt from the deal in the UK,"
And to show what authoritarians they are, the BPI have our police working for them:
The British Phonographic Industry (BPI) is investigating allegations of an extensive illegal music filesharing ring at a Honeywell plant in Scotland.
Investigators from the BPI raided the plant in Motherwell with police officers at 0840 BST yesterday morning. The investigators made copies of the contents of computers for detailed forensic analysis.
This is the first time that the BPI has raided a business in pursuit of illegal music filesharing. Previous such raids have concentrated on domestic filesharing.
Check that last part, 'the BPI has raided' it was with police but I think that tells more truth than it meant, here is a private industry body using our tax funded police to pursue it's commercial objectives. Ever see the Police raid Downing street based on a million people's charge they are lying us into war? Government for and by the corporations. Meanwhile Rolling Stone magazine has a two part series that declares these corporate dinosaurs and their idea of the music 'industry' dead, and by their own hand. They are like an abusive parent desperately trying to control a grown child who has woken up to the abuse and is moving out. They pretend they are there to protect the artist from exploitation while actually being the main exploiters themselves, now technology has bypassed them they can find nothing better to do than be belligerent. Much as our govts resort to authoritarianism then admit their responsibility for our dissatisfaction. Because they do not serve us, they are an occupation force for the rich -and their crap music. Prince fucking rocks!
Off the second album Second Toughest in the Infants, its full title there in three parts: Juanita/Kiteless/To Dream Of Love.
This is a live clip from the Everything Everything DVD. It forms some of the parameters of my soul.
On the day before it is due to be shut down, the U.N. unit that found no weapons of mass destruction in Iraq but failed to stop the U.S.-led invasion said on Thursday time had justified its methods and work.
In a voluminous report detailing the history of Iraq's banned weapons programs and U.N. efforts to dismantle them, it said the episode had shown that on-the-ground inspections were better than intelligence assessments by individual countries.
The report by the U.N. Monitoring, Verification and Inspection Commission, or UNMOVIC, did not name its targets but several of its conclusions appeared aimed at the United States and Britain, which invaded Iraq in March 2003. Washington and London said despite UNMOVIC's inability to find evidence, they were acting in the belief that Iraq was pursuing chemical, biological and nuclear weapons programs begun in the 1970s. No such weapons have been found.
"The UN's verification experience in Iraq also illustrates that in-country verification, especially on-site inspections, generate more timely and accurate information than other outside sources such as national assessments." UNMOVIC was in Iraq only from November 2002 until it was pulled out on the eve of the invasion, but its predecessor, UNSCOM, spent seven years there scrapping Iraqi weapons of mass destruction and facilities after the first Gulf War of 1991.
It said that during its brief stay in Iraq, UNMOVIC carried out 731 inspections covering 411 sites, but it implied that U.S. and British anxiety to invade Iraq had hampered its work. "Had UNMOVIC not been under such a stringent time constraint, the inspections could have been more detailed and thorough and many issues which emerged could have been pursued to a conclusion allowing greater confidence in the inspection process," it said.
Not exactly news, and I question how many of the agitators really believed their own propaganda about WMD. That is the lie we must always contend with, the mistaken belief framing, the myth of good faith. Various paranoiac ideologues may have, but for the most part the 'dark actors' in the invasion coolly and deliberately lied to achieve their desired objectives. The people who chose this war go unpunished and that is news of our civilisation failing every day until they face trial.


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Week of "The Vest" Day 5
Hello my peeps, Happy Weekend!
I actually could keep going with this vest thing for another entire week.
I have been going through different outfits during the week and I have three more in my head already..
ahhhh..what to do? what to do? life is really just too difficult.
Any-who, today I turned my vest (from day 1) into a dress, which I actually have not done before.
I can't really believe this since it makes one adorable little dress.
It's a little open on top so I wore an animal print bra for a little fun.
The vest trend must be catching on cause this week I saw at least three other blogs with the word "vest" in their title..thieves, why does everyone have to copy me?
It's really getting ridiculous.
I am actually a little vested out.
After I wear the fore-mentioned outfits in my head I think I'll be taking a little vest hiatus.
Hey actors do it why can't I?
Now I must go drink some more caffeine and try to wake the f... up!
More vests tomorrow...
Have a great one guys!
some leg.....
Vest-Thrifted BB Dakota. Similar one with cool detail here.
Clutch- Tory Burch
Snake bracelet-Piperlime.Cool one here2 Comments »


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About Us
Welcome to Whangarei Agricultural & Pastoral Society. Our Vision is to provide a link between town and country to further agricultural interests.
We endeavour to achieve this by supporting the Rural Sector through:
Promotion (of Agriculture)
Motivation (Reward & Recognition)
Education (Supporting schools/training/development)
The history of the Whangarei A & P Society dates back to 1877 when it was originally known as the Whangarei Farmers Club. The intervening years have seen many changes, but the objectives remain the same.
The Whangarei A & P Society has a proud history of promoting agricultural and pastoral interests and is the largest A & P show north of Auckland. It is the jewel in Northland's agricultural and entertainment crown, and continues to build on a long and successful reputation of bringing the country to town.
The Society is a not for profit organization and is registered as a Charitable Trust. It is incorporated under the Agricultural and Pastoral Societies Act. We have a strong membership base and anyone is eligible to become a member.
The Society is run by an Executive Committee (or Board), who are duly elected officers from within the membership, along with the Society's Patron, who is a committed supporter of the organization. The head of the Board is known as the Society's President. There is a Vice President, immediate Past President, a Treasurer and up to 4 Executive Committee Members.
The rules for the operation of the Society are contained in the Society's Constitution, which forms the basis of the Society's operating procedures. Overriding these are the rules of New Zealand's Agricultural and Pastoral Societies Act.


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Management of Organizational and Human Resources
This course provides students with a conceptual and empirical understanding of the structure and function of individual and group human behavior within the context of business, government, education and community service organizations. Topics include: motivation, decision-making, leadership, job analysis, labor relations and team building. 3 Credit Hours


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The purpose of the education research paper is to investigate and demonstrate new insight about a particular area of academic study. Since much has been published that relates to education, a careful survey of existing literature is first needed to inform choices about topics of investigation.
Matters such as recency of publication, cultural relevance and academic reliability must be considered when selected sources to use in an education research paper. Peer-reviewed journals and books frequently cited by other academic works are preferable.
Research must be authentic and original, to contribute to the existing body of knowledge. In this regard, note-taking plays a vital function. Notes must be accurate, well- organized, making use of sub-headers, numberings, bullet-points, parentheses and other organizational devices. Direct quotation is important and should be accurately transcribed, but must not be used as a substitute for the writer's own response to the topic.
There must be an appropriate number of sources to match with the required length of the education research paper. For longer papers, say 10,000 words, it may be necessary to use at least 50 direct references to sources to help substantiate assertions and observations.
Back to 'how to write' research paper guides --
Free Education term papers
Themes and patterns of thought can emerge when the writer carefully evaluates their sources. These patterns help to give shape to the argument contained within the paper. Paragraphing should be used to maintain the flow of argument, with a single key idea being exemplified and discussed within each paragraph. Paragraphs over cluttered with ideas or lengthy direct quotations should be avoided. When direct extracts are used, they can be used to illustrate or challenge a key idea within the body of the paper. These quotations themselves become the object of evaluation and scrutiny.
If the rules of citation are followed, it is difficult for plagiarism to become an issue. It refers to crediting the work of another as your own work, rather than acknowledging your work through the citation process.
Plagiarism can occur at different degrees, from whole scale direct copying of text to the unacknowledged use of a single phrase or original term.
It is necessary not only to acknowledge the source of direct quotes, but also paraphrased ideas, if they are derived from someone other than yourself.
Correct citation and referencing allows the examiner of your education research paper to make a judgment about the quality of your research process.
Since a research paper for education requires a rational and balanced consideration of available evidence and perspectives on a given issue, the register of language used should match this academic process.
Vocabulary should be formal in style and analytical in tone.
Paragraphing should be composed thoughtfully, arranging each paragraph around a single key idea. Sentence structure should utilize the language of cause and effect, as well as using qualifier terms so that the paper is marked by a level of intellectual refinement and can withstand close critical examination.
The writing style should also be concise, avoiding unnecessary 'padding' to maintain momentum of argument and intellectual credibility.
Active rather than passive sentences are to be preferred, since this allows the reader to follow the line of argument more easily.
This is an important process so time should be allowed on a timeline devised as part of the plan of attacking the overall project.
The goal of editing is to make the communication of the thesis as effective as possible for the potential readership.
An editing checklist is a good idea and should contain such items as checking for a clear flow of ideas, accurate use of source material and citation, effective use of paragraphing to structure the work coherently, grammatical and spelling accuracy and punctuation accuracy to facilitate easy flow.
Learning to write effective research papers for education is a process of development. Detailed feedback from an examiner should be sought and the specific areas of improvement identified should form part of the strategic plan when undertaking the next piece of work.
If there is a specific weakness noted, such as paragraph formation or the weak construction of a literature review section, exemplars should be sought and examined, so that you can model your writing upon proficient examples.


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If you're looking for a low-cost desktop PC with more than enough room for expansion down the road, take a look at the Vostro 3900 from Dell. With today's coupon code in play, you can buy one at a massive 45% discount from the initial asking price.
On the inside, it includes a fourth generation quad-core 3.2GHz Intel Core i5-4460 CPU, Intel HD Graphics 4600, 4GB of DDR3 RAM (1600MHz), a 500GB 7200RPM hard drive, and a DVD burner. A wired keyboard and mouse combo come bundled in at no additional cost, so you'll be set right from the get-go. Just plug into any monitor with a VGA or HDMI port, and you're ready to rock.
Better yet, it sports two DIMM slots (for up to 16GB of memory), two 3.5-inch drive bays, two 5.25-inch drive bays, two PCIe x1 slots, a PCIe x16 slot, and PCI. So if you put in a little effort, you can seriously increase the capabilities of this tower when you need it. Get some more RAM, a discrete GPU, and an SSD, and this quickly turns into a pretty decent gaming rig.
Ordinarily, this model sells for $827.14, but you can buy it from the Dell online store for just $499. And if you use the coupon code "SAVE10%BIZ" when you go to checkout, you'll save an extra 50 bucks on top of that. And if you sign up for the Dell Advantage program, you'll get two-day shipping for free.


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BOULDER, CO - October 18, 2010
Webroot, the first Internet security service company, today announced the latest version of Webroot® Web Security Service. Updates include new Web activity reports that enable IT administrators to better manage bandwidth usage and prevent "repeat policy offenders" from putting the company's network at risk. Enhancements also include a new reporting infrastructure that provides administrators with instant access to custom data at any level of granularity.
Webroot has introduced the updates in response to continued market demand for security delivered in the cloud as part of a software-as-a-service (SaaS) model, which make it easier for businesses to protect customer, employee and corporate information. In a recent survey of IT decision-makers at small-to-medium sized businesses, one-third said they plan to implement such security services by 2012.1
Industry analysts have also projected a continued shift toward security services.
"We are seeing considerable movement from security software to SaaS, especially for messaging and Web security," said Chris Christiansen, Program Vice President, Security Products and Services, IDC. "Customers demand more flexibility so practically every security vendor will offer a SaaS alternative to hardware-based appliances and software licenses. SaaS will move from its traditional strength in messaging and Web into other markets such as vulnerability and identity management."
The latest version of Webroot Web Security Service ensures IT administrators have access to new dynamic and interactive reports showing bandwidth trends, as well as trends among employees attempting to access allowed and blocked Web sites. This allows IT administrators to better manage their companies' security and Internet usage policies, as well as to better protect employees' and customers' sensitive information.
Along with these features, the latest update to Webroot Web Security Service includes global availability of the company's vulnerability scanning features. The feature offers weekly and monthly tests for more than 400 common vulnerabilities found in the operating system, Web browsers, browser plug-ins, Microsoft Office suite, media players, instant messaging software and various third-party solutions – the most common ways Web-based malware is delivered to business and consumer computers.
"As an industry, we've been embracing the cloud as the most effective way to deliver security," said Gerhard Eschelbeck, chief technology officer, Webroot. "We are pleased to see continued migration toward cloud-based security services among our customers who are recognizing the benefits of better protection and better manageability over traditional solutions."


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Severe Hail & Wind Storm in College Station & Brazos Valley Leaves Behind Extensive Damage
On Sunday, March 18th, a severe storm descended on Brazos Valley, dropping baseball- and grapefruit-sized hail as winds raged at speeds up to 80 miles per hour (mph). Our hail claim lawyer team is already helping property and business owners get the compensation due to them under their policies on a contingency fee basis. Reports […]»


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HL7 Version 2.5.1 implementation guide : immunization messaging
Published Date:3/11/14
Alternative Title:Immunization messaging
Personal Author:
Corporate Authors:
Description:Release 1.5 for comment
Immunization Information Systems (IIS) are centralized population based repositories of immunization related information. They receive and share data on individual clients/patients1 with a number of other systems, including Electronic Health Record systems (EHR-S). Health Level Seven (HL7) is a nationally recognized standard for electronic data exchange between systems housing health care data. The HL7 standard is a key factor that supports this two-way exchange of information because it defines a syntax or grammar for formulating the messages that carry this information. It further describes a standard vocabulary that is used in these messages. It does not depend on specific software, that is, it is platform independent.
This document represents the collaborative effort of the American Immunization Registry Association (AIRA) and the Centers for Disease Control and Prevention (CDC) to improve inter-system communication of immunization records. The effort has received input from the National Institute of Standards and Technology (NIST) to improve the capacity to test conformance with this Implementation Guide. In addition, this Guide addresses a need to specify usage requirements for data elements that are not included in the standard HL7 usage designations. This implementation guide replaces the Implementation Guide for Immunization Data Transaction Using Version 2.3.1 of the HL7 Standard Protocol, and previous versions of this Guide. It is based on HL7 Version 2.5.1, as published by the HL7 organization (www.hl7.org). In addition, it pre-adopts a number of features of HL7 Version 2.7.1, such as data types and usage.
As HL7 has developed and published new versions of the standard, it has sought to maximize the ability of implementations, based on newer versions to be able to accept messages from earlier versions. Based on this, we anticipate that faithful implementations of this Guide will be able to accept most immunization messages based on the 2.3.1 Guide. Note that variations in current 2.3.1 interfaces increase the risk that faithful 2.5.1 implementations will encounter problems with 2.3.1 messages.
Document Type:
Main Document Checksum:urn:sha256:dc616b9d0545c53e2b5e4019b64585626eda9181f547e24cc4739ca021c548e7
Supporting Files:No Additional Files
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Filmmaking course with Lesley Pinder
Tom Tokeley talks about his filmmaking experience with Lesley Pinder and Drive Forward.
What's your favourite movie? Do you even have a favourite movie or at least a preferred genre of movies? Action, romantic comedy, drama… Would you rather watch Russell Crow fight the Roman Empire, have a laugh with Hugh Gant and Julia Roberts, or follow Leonardo DiCaprio as he dives into the world of dreams? Or, are you the kind of person who enjoys watching wild animals on Discovery Channel and the stories of Making a Murderer on Netflix? Continue reading "Filmmaking course with Lesley Pinder" »


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We are no longer accepting submissions for CSJ 2014! Please return to the site in Fall 2014 for more information on CSJ 2015. We hope you attend this year's programs!
Responding to ongoing conversations about inclusivity and sociopolitical organizing happening both in and outside the classroom, the UMBC Women's Center with Student Life's Mosaic Center is coordinating an interdisciplinary programming campaign on the theme "Critical Social Justice: Engaging in Difficult Dialogues" to be held March 3rd through 7th, 2014.
This weeklong series of events will explore social justice in both theory and practice from academic, activist, and artistic perspectives. By examining the margins and intersections of identities, disciplines, and movements, we hope to take a crucial look at the various forms of social justice work and re-imagine a more inclusive and self-reflexive future.
In addition to the keynote speaker to be announced, this campaign will include a variety of interactive and thought-provoking programs. In the spirit of shared education and active participation, we invite all members of the community to take part in this groundbreaking initiative.
We encourage collaboration among departments, organizations, and individuals from the university and the Baltimore community in planning events related to the theme. All programming formats are welcome, from discussion panels to creative performances to practical workshops.
Recognizing the complexity of these issues, the theme is open to multiple interpretations and perspectives. Some questions to consider may include:
What does social justice look like across communities, traditions, and disciplines?
How are virtual spaces changing (or perhaps not changing) how social justice is discussed and enacted?
How does artistic creation and expression offer unique possibilities for engaging in difficult dialogues and doing social justice work?
What do diversity, intersectionality, and inclusivity mean in theory and in practice?
How are (perceived or real) divisions between academia and activism being maintained, resisted, or transformed?
How does the history of exclusion within social justice movements continue to impact the current state of progressive and radical organizing and coalition building?


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sally on May 7th, 2011
Tuesday, April 27th, 2010 ROSEMARY Sally's new Herb garden The warm weather has finally hit Florida and the pollen counts are higher than ever. People are walking around with runny noses and red eyes from the Oak pollen that is dropping everywhere. Throughout the Southeast Region we are experiencing record high pollen levels. I am […]
Continue reading about Spring Allergies? Eat more Herbs & Spices


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Guth Gafa International Documentary Film Festival is celebrating its tenth anniversary with an extended programme of film and events at the earlier dates of 3-7 August in Kells, County Meath.
The Festival is now inviting submissions for new Irish Feature documentaries for consideration.
The call for all Irish filmmakers to submit feature docs is open from now until midnight Sunday, 15th May..
Guth Gafa will accept any Irish feature documentaries on any human rights, social action and environmental issue subjects, completed since January 2015 and that have not yet been broadcast. Submission is completely free and online and the submission form can be accessed at this link –https://goo.gl/yvdVvn
"The Irish programme is a critical part of Guth Gafa's success," explained festival director, David Rane.
" Every year we show award-winning docs from around the world, and the international directors are usually in attendance to present their work.
"But it is the Irish docs that always sell out first, and these are the films that many of our audience, including international visitors, want to see. Guth Gafa is now recognised on the international circuit as a festival that should not be missed, so the profile of our programme is high. We look forward to receiving work from Irish filmmakers, both near and far, for consideration for this year's special festival."
Looking for funding? Want to submit your work to festivals. Keep an eye on upcoming deadlines here


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In a year like this where we host an edition of the Olympics, the importance of sports practice is even more evident. The benefits of sports are many and so they are so widespread.
The sports emerged for many, many centuries. Initially, they had a strictly functional goal, linked to some work activity. Overtime, sports have added value and pleasure in their own right, relating to health and aesthetics.
Benefits of boxing practice
Muscle strengthening is among the benefits of sports practice.
A large number of sports emerged at the end of the 19th century and beginning of the 20th, in addition, in which the amount of sports was further increased. No matter the reason, practicing sports is a great choice.
Why play sports?
We can observe in the most diverse places, by the most diverse means, that there is a wide diffusion of the benefits of the sport practice. Especially in obvious places like gyms, sports centers and also hospitals, health posts and the like, it is possible to glimpse posters encouraging sports.
The first relationship we can establish is that of sports practice and quality of life. A truly full, healthy, quality life requires that body and mind be healthy and fully functioning with vigor, energy and strength.
Benefits of rugby practice
One of the biggest benefits of practicing sports is the increase in cardiac capacity.
The importance of the practice of physical activity and the benefits of sports practice is not limited to elements beneficial to the human body but is also fundamental to the mind and sociability of the individual. The human being as a whole benefit from what sports are capable of offering.
It is imperative to remember that doing any physical activity requires a lot of care and preparation.
In addition to proper clothing, you need to check your health status to see what physical activity is consistent with your current health conditions. In other words, before, during and after sports practice, certain care is needed.
What are the benefits of practicing sports?
A life can only really be lived to its fullness when one is healthy. When you are in good health, we are able to do everything we need and desire in our lives, with all the disposition that is demanded of us.
Immediately, the benefits of practicing sports affect the body of the person in question. However, the mind also benefits from it, in all its stages of execution.
We will cite below the benefits of general sports practice.
Hey! Before you go, let us give you some suggestions of some extreme sports ...
1 - Discover where to practice trekking in Brazil
2 - Know now where to practice rafting in Brazil
3 - Discover the best beginner kitesurfing tips
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In 4 days we all get together "per fare I dolci". To make sweets. No need to explain further. All the women (and also the men) of the family, know what it means to "make sweets" for us. It is an ancient tradition, handed down from one generation of women to another thanks to a recipe written by hand on a piece of yellowed paper by Nonna Concetta.
We are talking about Christmas sweets from Puglia made with traditional and ancient ingredients, typical of rural culture and whose procurement today in the northern city requires the enlistment of a pusher of cooked must, drug dealers of cotognata, narcos of stone grinded semolina! Moms, aunts, cousins and now our daughters, we all meet from early morning in front of the legendary "machine" (does it have a name after all? No, I'm not talking about the planetary. I am talking about that thing that spreads the dough!).
Everything begins with the preparation of sweet dough for panzerotti and cartellate. And it continues with the filling of panzerotti made of cotognata, dark chocolate, orange, pine nuts. We all work together. All criticize and give advice with a level of noise and general laughter so high that my son's fifth-grader friends during the lunch break seem kittens in comparison!
Dads instead give themselves to the bush. Too loud. Too many female hormones. And those who decide to participate anyway end up running after the children to prevent them from making wall murals of cooked must and honey all over the walls of the house.
The grandmothers do not give up the scepter of power, they get tired, they quarrel: the dough is too soft, the dough must be thinner, yes but then it tears, cartellate are too big, deep frying yes / deep frying no. The children can not wait to get their hands in the dough and create piles of panzerotti / cartellate of simil didò. The mothers (us) with a continuous chatter, create trays and trays of sweet and stuffed dough just waiting to be immersed in boiling oil.
Ah what a sublime aroma is released as soon as frying begins. Some panzerotti inevitably bursts creating in the oil nuggets of golden caramel that is punctually fished out otherwise "becomes black".
Sinking your teeth in the warm little belly of the first panzerotto, full of hot marmalade flavored with orange zest and pine nuts is priceless! This is Christmas for us. Family and making dolci.


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You probably spend more of your attention avoiding misguided cars and trucks, but there are smaller hazards flying around this time of year that are capable of inflicting serious pain: stinging insects. They're scary-looking, determined and very aggressive if provoked.
Think of our buzzing friends as very small children: No matter what protective measures we take, they get into places they shouldn't. When some six-legged interloper infiltrates your helmet, leathers, jacket or pants, bad things can happen.
Every rider has a story about an agitated arthropod invading his or her personal space. Such tales are amusing, but riders who are sensitive to insect venom can end up in serious trouble. Some experience an allergic or anaphylactic reaction to the sting, sometimes in very short order. See your doctor for a test if you're not sure. Reactions vary by insect species, and the location of the sting can increase the severity of the problem. Symptoms of a potentially life-threatening allergic reaction can include feelings of anxiety, disorientation, difficulty breathing, swelling of the throat or airway, hoarse/thick speech, nausea, vomiting, hives and chest pain.
Many people who have a known allergy to a given insect toxin are prepared with self-administered emergency medications like Epinephrine in the form of what's commonly known as an EpiPen. If someone you're riding with displays any signs or symptoms of allergic reaction after being stung, call for help immediately. Reactions to insect stings can be life-threatening, so dial 911 now!
Resist the urge to flag down a passing car and cart your friend to the nearest hospital unless you know exactly where you're going. Paramedics carry all the necessary medications and equipment. Assist the victim with their auto-injector if they have one, and wait for the cavalry to arrive. If you ride with someone who carries self-administered emergency medication, ask them to show you how it's used.
A rational approach to riding gear is important as well. Short sleeves are an open invitation to our pollinating friends. A full-face helmet, solid jacket, long pants, boots and gloves are a good first line of defense, but they're no guarantee. You don't need a suit of armor for every ride, but dressing smart and being aware of which stinging species are likely to be in the air at that time of the day or year can reduce painful human/insect contact.
Ride long enough and getting stung is inevitable. When it happens, staying calm and taking control are the keys to keeping yourself upright. That critter didn't plan to crash-land on your leathers, but now he's mad, and his natural reaction is to sting you. Pull over safely, doff your jacket, helmet or wherever the insect has gone and take it from there.
Thinking things through and planning ahead can help prevent your nice, relaxing motorcycle ride from turning into a panic-stricken ambulance ride.


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Cancellation policy
- To cancel a place on EEPE course, a notice of cancellation must be sent by email to email@example.com
- If you cancel at least before 15th April you will receive a full refund of the course fee except a cancellation fee of 200€.
- If you cancel later than 15th April you will not be entitled to a refund.
- No refund will be made for non-attendance to the course.
- The EEPE may accept name changes for attendees, prior agreement with the EEPE Secretariat. Please inform the EEPE Secretariat and SSPH+ at least one month prior to the course by email firstname.lastname@example.com
Cancellations by EEPE and changes to course content
EEPE courses are updated and while we endeavour to deliver the courses as advertised there may inevitably be occasions where we have to change content without prior notice or, in exceptional circumstances, to cancel an event.*
*Occasionally circumstances will arise which result in the need of modify a course content, due to an unforeseen occurrence or act of God. When this is the case EEPE shall assume no liability.