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Quick Search: Choose Model and Year, then enter search topic.
Page: 117
Evaluating a recording
The individual laps are shown one beside the other as bars in the evaluation that appears. The height of the bars represents the respective lap time; the higher the bar, the longer the lap time.
You can scroll forward and backward in the evaluation by:
Reference lap
If you did not define a reference lap when recording started, the first lap is treated as the reference lap and shown as .
Fastest lap
The laps are generally displayed in orange. The only exception to this is the fastest lap, which is shown in white.
Interrupted lap
If a lap is shown with a broken bar, this means that either the driving was interrupted or the vehicle was stationary for a time. "Stationary" in this context means the ignition is switched off.
Implausible (divergent) laps are shown in gray.
Implausible laps are shown in gray. Laps are regarded as implausible if their distance deviates significantly (more than 15%) from the reference lap.
Renaming a recording


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Information Technology Services provides technical support to enable the successful use of computer and presentation technologies.
Computer Technology Support – Support for student and Northeastern-managed computers.
ITS provides support for individual students' desktops, laptops, and HuskyCable through the ResNet Resource Center. They also support the use of Northeastern applications and networks for mobile devices and gaming devices. Support for mobile hardware, gaming devices, and TVs is provided by the hardware vendors. Computer support includes hardware diagnosis and remediation, virus/malware removal, and both warranty and out-of-warranty computer repair.
Faculty and Staff can request support for university-purchased desktop and laptop computers, and network printers by contacting the ITS Service Desk. Service Desk Technicians diagnose problems, and recommend or perform tasks to restore technology operations. ITS also may assist you with computer equipment relocation or new desktop computer setups.
Classroom Technology Support – Any member of the Northeastern community may request audio-visual equipment at Northeastern University's Boston campus for classroom use or within Snell Library. The ITS staff also offers individual technical assistance as needed, and conducts training sessions on the use of classroom technologies. Panoramic views and operating instructions for Boston campus classrooms are available under View the Classrooms on the myNortheastern portal.
Conference & Event Technology Support – ITS' Conference and Event Support service includes technology support for many university-sponsored, non-classroom functions, such as meetings, seminars, and conferences on Northeastern's main Boston campus.

subset: commoncrawl


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Back in 2005, the Bloomberg Administration agreed to increase the number of affordable housing units by 33 percent: 1,563 on the waterfront, 640 upland and 1,345 on public and partner sites. However, only a total of 842 units were reported developed and just 19 on public land.
On Wednesday, May 22, members of the Mobilization Against Displacement (MAD) joined forces with The People's Firehouse, Churches United for Fair Housing, St. Nicks Alliance, North Brooklyn Development Corporation, Southside United (Los Sures) and a number of other organizations to remind the community what has been left out of the equation.
Debra Modina, a Los Sures organizer, brought a busload of about 40 residents from affordable housing units from around the Southside of Williamsburg to protest with community members and local elected officials at the corner of Kent Avenue and North 8th Street in Williamsburg.
"We were told we would have 30 percent of developments on the waterfront for low income and that we would have funding from the city so we could continue to protect those that would be displaced due to developments," Modina said. "Has that promise been kept? No."
Modina, who was born and raised in affordable housing in the community and today has six grandchildren living in the neighborhood, said she is only advocating for what the city promised.
"We are hoping that Bloomberg is going to have a change of heart and will give these people what he promised them so many years ago," she said. "It should be today. He had eight years, so how much more time are we supposed to give him?"
Richard Mazur, executive director of the North Brooklyn Development Corporation, founded the group over 13 years ago to battle this very issue.
"The problem doesn't ever get better," Mazur said. "It gets worse."
He remembered rallying on Grand Street in 2003 for 40 percent affordable housing in the rezoning and opposing the original plan before the rezoning was passed in 2005 that called for 30 percent development.
"Of the 1,300 units of city-owned property that they promised to build, only 14 units have been completed," Mazur said. "Billions of dollars were made here, then the economy collapsed and we're stuck now because nobody wants to build because they can't afford it."
Margarito Bustamante, 45, a resident of 186 Middleton St., said there is not enough housing for low-income people in the neighborhood and there also needs to be additional attention for the units that are already in place.
"We want there to be more housing for low-income people," he said. "A lot of housing."
Bustamante, currently unemployed after sustaining an injury on the job, said many of the units currently in place need additional attention.
"The buildings need repairs for the tenants that are living there," Bustamante said. "Sometimes the doors will be messed up on the front and won't be secure and the floors are warped underneath the tiles."
Antonio Reynoso, former chief of staff for Councilwoman Diana Reyna and currently running to replace his old boss, stood with the protestors.
"This is to bring attention to the fact that the mayor's term is ending and the commitments he has made to the community have fallen extremely short," Reynoso said. "The people that are being displaced and being effected are the poorer residents that have been here for years."


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NBC has committed to Canadian hospital drama "Saving Hope" starring Erica Durance and Michael Shanks for a summer pickup.
Canadian broadcaster CTV had ordered 12 one-hour episodes of the series, plus pilot. It will premiere on CTV and NBC, with principal photography set to begin March 12 in Toronto.
Entertainment One will act as deficit financier and handle international distribution across TV, DVD/Blu-ray, VOD and digital.
Series is produced by Ilana C Franks Films with Entertainment One in association with CTV and NBC.


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Lots of Elitserien Scores
Johan Harju had an assist in Lulea's 5-3 win over Rogle.
Andreas Holmqvist had an assist in Djurgardens' 4-3 loss to MODO.
Johan Harju was scoreless in Lulea's 3-2 win over MODO.
Johan Harju had a goal in Lulea's 3-1 win over Linkopings.
Andreas Holmqvist had 2 penalty minutes in Djurgardens' 2-2 tie with Skelleftea.
Andreas Holmqvist was scoreless in Djurgardens' 4-2 loss to Brynas.
Johan Harju had an assist in Lulea's 1-1 tie with HV 71.
Lightning Prospect Elitserien Stats Through 11/18:
Johan Harju, Lulea, 22 GP, 7-9-16, 16 PIM, +4
Andreas Holmqvist, Frolunda/Djurgardens, 16 GP, 4-8-12, 18 PIM, -2
Harju is tied for 15th in the Elitserien in scoring. Holmqvist is tied for 6th in the league in scoring among defensemen, once his combined statistics between Frolunda and Djurgardens are considered.
Lulea has now risen to 7th on the Elitserien table. Djurgardens sits in 10th.
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versión On-line ISSN 2223-6279
versión impresa ISSN 0379-8577
Curationis vol.36 no.1 Pretoria ene. 2013
Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa
Zethu NkosiI; Padmini PillayII; Kathleen M. NokesIII
IDepartment of Health Studies, University of South Africa, South Africa
IIDurban University of Technology, South Africa
IIISchool of Nursing, Hunter College, United States of America
BACKGROUND: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.
OBJECTIVES: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.
METHOD: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.
RESULTS: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.
CONCLUSION: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.
During the last decades of the 20th century, there was great need to expand nursing education opportunities to all qualified South Africans, to change teaching strategies to reflect a shift from disease to population focus (Mtshali 2005:8) and to move methods of delivery from traditional, more passive teaching to case-based methods (Nkosi & Uys 2005:9). Whether nurses are reading patients and a situation, talking to family members, or working with other members of the healthcare team, they need astute clinical judgement informed by attuned relational skills, such as listening, as well as reflecting on and interpreting the patient's concerns and experience (Benner et al. 2009:28). Nursing faculties are challenged to use methods that creatively teach these complex skills. The case-based method is an innovative pedagogy that has five primary critical thinking characteristics: it is problem based, student centred and reiterative, makes use of small groups, and facilitates and promotes learning strategies through the use of situation-specific cases (Agbor-Baiyee 2009:26).
In one study, faculty members teaching in a physical therapy programme that used case-based learning reported that they thought that the use of cases had the potential of better modelling realistic clinical practice, allowed students to better extract relevant information from the information available, and was a time-saver for faculty (Loghmani et al. 2011:47). Decentralised educational programmes can serve to meet the needs of nurses who are located in remote areas characterised by poor transportation patterns and limited resources but great need for quality healthcare services. Nursing management courses teach skills to ensure effective, safe and efficient use of existing resources and promote the health of populations being served. In order to achieve consistency throughout the decentralised centres, nursing faculty based at the university need to be creative in providing on-going consultation and input (Uys 1990).
Advances in education suggest that students should be educated by methods that include case-based learning, problem-based learning and other active methods of knowledge dissemination (Schwartz et al. 2007:135). Case-based learning requires the integration of analytic skills linked to specific cases that a nurse is likely to encounter in clinical practice. Facilitation is the enhancement of the teaching-learning processes that assists students to assume control and direct their own learning (Baker 2000:43). Teaching through actual cases is believed to enhance critical thinking skills (Hewitt-Taylor 2002:33; Jamkar, Yemul & Singh 2006:466; Kim et al. 2006:867; Warren et al. 2006:122) and positive student outcomes (Henning, Nielsen & Hauschildt 2006:153; Warren et al. 2006:261). This method transforms the teaching-learning process from a passive to a more interactive approach and the educational outcomes may provide enhanced clinical practice and management skills.
According to Baker (2000:44), case-based learning is characterised by the use of an ill-structured clinical problem as the context for a group of students to learn critical thinking skills and acquire knowledge about the identified situation. Case-based learning differs from traditional pedagogy in that the focus is on clinical situations and the teacher's role is more one of facilitating then delivering information. The facilitator sets up an environment in which case-based learning is collaborative and group centred. The core attributes of cases are that they are relevant, realistic, engaging, challenging, instructional and based in real-world professional contexts (Jeggels, Traut & Kwast 2010:52). The problem identified in the case is ill structured and the learning activity is one of problem solving. Case-based learners follow a self-directed process; the goal is to improve critical reasoning skills whilst the outcome is that the learner is more prepared to act professionally and think critically about common clinical situations.
A modified case-based learning method provides small student groups with a case and specific relevant questions about that case in order to stimulate clinical decision making. This approach fosters student collaboration, open discussion and critical thinking within a structured problem-solving format and is frequently used in medicine, nursing and pharmacy curricula (Loghmani et al. 2011:43). For students who are unfamiliar with case-based learning, a transition to more active learning must occur (Davies 2000:16; Lekalakala-Mokgele & Du Randt 2005a:24; Lekalakala-Mokgele & Du Randt 2005b:7). Since both students and facilitators are integrating new teaching and learning roles in the educational process, their needs and experiences require further investigation. Whilst most research has focused on changes in the learner, this work targeted the perceptions of the nursing faculty facilitator, as the role of facilitation in enhancing case-based learning has not been well studied (Lekalakala-Mokgele & Du Randt 2005a:25).
Problem statement
The University of KwaZulu-Natal responded positively to the South African's government call to make nursing education more accessible by establishing an independently funded unit within the school of nursing in 1990 and creating decentralised programmes in nursing management, psychiatry, community nursing and primary healthcare (Uys 1990). The decentralised programmes are coordinated by faculty members of the School of Nursing who work with facilitators who are also employed by the nursing programme.
South Africa is characterised by wide geographic expanse and a poorly developed public transportation system. Healthcare institutions have been severely tested by the impact of the HIV/AIDS caseload and quality has suffered. Nurses need expertise in management skills in order to maximise resources and meet the healthcare needs of the diverse South African population. It is not realistic financially or logistically to expect nurses who are interested in enhancing their nursing management skills to travel or relocate to gain that knowledge (Smith 2004).
The South African government has introduced a scarce skill allowance if a registered nurse has an extra qualification in the identified specialties and is performing functions pertaining to those scarce skills (Smith 2004). All nurse managers are expected to have a nursing management qualification in order to be in charge of their departments. The consistently large number of students demonstrates the on-going need for nursing management education programmes (DOH 2004).
Education in nursing management requires that students are prepared to address the complex healthcare environment in hospitals, clinics and primary healthcare facilities. Most current nursing students who are seeking advanced education were educated in nursing programmes that utilised teaching methods that were lecture-based and content-oriented (Faculty of Health Science 2007).
The objectives
The purpose of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and the perceptions of nursing faculty facilitators regarding implementation of this teaching method.
Definition of concepts
A facilitator is someone who helps a group of students to understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion (Lillis, Gibbons & Lawrenson 2010).
Case-based learning requires the active participation of learners in a real or hypothetical problem and reflects specific experiences which are common to the discipline under study (Le Roux & Khanyile 2012).
A decentralised nursing programme is a nursing programme that is offered by a higher education institution and is coordinated by facilitators in remote areas (Uys 1990).
Format of the nursing management decentralised programme
A decentralised programme that uses facilitators who live in different geographic areas can bring education into those communities whilst the university can control the quality of the programme through frequent communication with the full-time university faculty and periodic site visits to the decentralised setting in order to model different teaching strategies. There has been a steady increase of registered students in the nursing management decentralised programme; there were 73 students in 2003, 472 in 2007 and 360 in 2011 (School of Nursing, 2011). The incentive that is given to graduates on completion of training and the fact that promotions are based on education qualification are some of the reasons for such growth (Geyer 2004:36).
The facilitators are nurses who are employed by the university on a part-time basis and located in the decentralised settings. Two full-time faculty members based centrally in Durban visit each centre at least quarterly to observe the facilitators' teaching methods and present selected content demonstrating case-based methods. Most in-person lectures use facilitation as compared to teacher orientation (Lekalakala-Mokgele & Du Randt 2005a:23); students need to actively participate and be self-directed learners (Tan 2004).
Students register with the university and attend lectures in one of the 12 centres located in the KwaZulu-Natal, Eastern Cape and Western Cape provinces. After registration, they receive a book containing all of the cases and suggested references in order to prepare for the in-person lectures. The nursing management module is equivalent to 64 credits (Faculty of Health Science 2007) and the programme is identical in all of the centres to ensure uniformity. On completion of the programme, the student obtains a nursing management certificate and is registered with the South African Nursing Council (SANC 2010).
The nursing management programme uses case studies organised around the following themes, (1) problem solving, (2) leadership, (3) health and the healthcare system, (4) management and (5) ethical and legal prescriptions. Twenty-eight cases were developed on a variety of topics, including conflict management, performance appraisal, decision making, motivation theories and scope of practice. In order to promote access and not interfere with employment obligations, the students visit their centre bimonthly, when activities are planned from 09:00 to 15:00 on Saturdays. The following constitute the usual daily format:
- an overall view of the case study that the students had received previously, whilst the facilitator probes for student insights into that case and encourages students to share their clinical examples
- breaking into small groups of five to seven students to discuss identified questions related to the case
- small-group leaders reporting back to full group about their answers to the questions
- the facilitator summarising the key points in the case and the lessons learned (Faculty of Health Science 2007).
Literature review
A growing body of research is supporting the assumption that case-based learning improves critical thinking skills.
Kaddoura (2011:2) examined critical thinking abilities of nursing studies (N = 103) using two different curricular approaches, namely case-based learning (n = 65) and didactic (n = 38) teaching, in the United Arab Emirates. Critical thinking was measured by the California Critical Thinking Skills Test. The group that participated in the case-based learning approach had significantly greater critical thinking ability than those who participated in the didactic approach (t =7.24, df = 101, p < 0.001, p. 9).
Bennett (2010:472) used a qualitative case study approach to investigate the learning outcomes associated with using cases to prepare instructional design students (N = 7) for undertaking their own design projects and found that, overall, the cases enabled the learners to gain insights into complex, credible, real-life situations. Nobitt, Vance & DePoy Smith (2010:36) compared two teaching methods, namely a traditional paper presentation method and a case study method, to teach oral communication and critical thinking skill to students in a forensic science course (N = 56) in Eastern Kentucky, USA. The instructor-made evaluation tool found that students' critical-thinking and communication skills improved greatly when using the case study method rather than the paper presentation method.
Whilst these studies examined student outcomes, the present work evaluated the implementation of a case-based curriculum in this programme.
Research method and design
The design adopted for the study was qualitative, contextual and descriptive (Polit & Beck 2008:752). The aim of the study was to describe case-based teaching strategy and explore the perception of facilitators working in the decentralised nursing management programme at a university.
Study setting and period
The study was conducted amongst the facilitators who were teaching nursing management at a university in the province of KwaZulu-Natal. There were fifteen (two full time and 13 part-time) facilitators and data was collected in October 2010.
Ethical considerations
Permission to collect data was sought from the head of the school after ethics approval was received from the University of KwaZulu-Natal's research ethics committee. Informed consent was obtained from all facilitators and participation was voluntary; all participants were informed that no penalties will be imposed if they wish to withdraw from the study. All data was kept confidential in a locked file in the investigators' office.
Trustworthiness was established according to the strategies described by Lincoln and Guba (in Creswell 2009:196). Credibility was established through prolonged and varied engagement in the field. Objectivity was maintained during data collection. The pilot study was conducted amongst three facilitators who were not part of the study. There were no major changes to the interview guide questions. To ensure confirmability and dependability an experienced independent coder analysed the data. The final themes and categories were identified after a consensus discussion between the researcher and the coder. A chain of evidence was kept through detailed recording of the research methodology and the data analysis process.
Data collection
Using the same guide questions, facilitators were interviewed by the full-time faculty on a one-on-one basis and then two focus groups were conducted with all fifteen facilitators. One of the initial open-ended questions was, 'How do you experience facilitation in the teaching-learning process in the nursing management concentration?' There were additional probing questions:
1. How did you find case-based teaching? Was it easier to facilitate or not?
2. Were there times when you used traditional teaching?
3. Kindly share some challenges when you used case-based teaching.
4. Were students prepared in class?
5. Were students capable of challenging one another in class?
6. How did they respond to your comments about the presentations in class?
7. Anything to share about your facilitation and the nursing management programme?
Data analysis
Data analysis was performed following the steps described by Tesch (in Creswell 2013:125). Content analysis was utilised as a process of transforming the raw data into themes and categories, which were substantiated with participants' quotes.
The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, and working as a professional nurse for between 11 and 20 years. Slightly more than half had worked as a facilitator for three or more years. (See Table 1.)
Themes that emerged from the focus group related to students, the learning environment and the teaching strategy. Respondent comments are provided to illustrate the concepts.
Learner-related theme
Many facilitators felt that some of the learners were very slow and that this delayed class discussions:
'The difficulty is short periods of facilitating and this hinders progress as there are students that are very slow learners.' (Participant 1, Female, 44 years)
According to facilitators, there are learners who are not mastering the content because they do not understand the language:
'The language is sometimes the problem for some students.' (Participant 2, Female, 48 years)
Some indicated that they did not understand the material when they were students but teaching the material made it clearer:
'I learn more management through facilitation. Some chapters that I did not understand as a student is much clearer to me now that I facilitate in the programme.' (Participant 2, Female, 48 years)
Facilitators suggested free sessions to inform students of their progress; these sessions would be scheduled mid-year and not towards exam time so as to give proper feedback to the students.
Environment-related themes
Establishing a supportive teaching and/or learning environment falls to the facilitators. If the resources are inadequate, facilitators will be held back. In this day and age technology is important. There was a lack of computers and projectors in all centres. The security guards were regarded as an obstacle in giving access to some of the learners. There was a misunderstanding about the venue at one of the nursing colleges and therefore students were denied access.
'The teaching aids need to be improved like including the computer presentation together with the projector.' (Participant 3, Male, 44 years)
Facilitation and programme-related themes
There were positive and negative comments about the teaching strategy and content of the programme:
Some facilitators felt that the period for facilitation was too short whilst others indicated that the content must be well detailed; a memorandum should be added on each and every case study:
'The difficulty is short periods of facilitating and this hinders progress as there are students that are very slow learners.' (Participant 4, Male, 42 years)
'Some case studies are not that easy to understand and therefore a memorandum should be included with the study guide for facilitators.' (Participant 5, Female, 47 years)
The majority stated that the programme was well planned and that it allowed for prior planning. All of them agreed that the programme allows them to correlate theory with practice:
'Very interesting to put theory into practice.' (Participant 6, Male, 52 years)
'I also motivate the learners to correlate theory with practice and to use the theory in the practical work situation.' (Participant 7, Female, 51 years)
The impact of facilitating through cases extended beyond the nursing management programme. Facilitators reported that they were able to apply these strategies to other modules and also their own professional lives:
'I enjoy this facilitation method and found it very easy to adjust to because IMCI [Integrated Management of Childhood Illnesses] facilitation uses the some sort of approach.' (Participant 8, Female, 38 years)
According to participants, this programme has brought many changes in their lives; they have grown professionally and personally:
'I have grown personally; I am capable of solving problems in my daily activities.' (Participant 9, Female, 40 years)
The programme has also influenced some changes in the delivery of healthcare in the country:
'It allows for planning ahead in the health care systems.' (Participant 5, Female, 47 years)
Different types of students
As much as facilitators were ready to facilitate, the type of students that they were dealing with posed problems. The slow learners needed extra attention, especially since work was carried out in small groups. The concern was also that case-based learning should be student centred and content focused and not teacher centred (Le Roux & Khanyile 2012:7).
Conducive environment
Case-based teaching is mostly successful in small groups of six to eight students who sit face to face in the classroom (Lillis, Gibbons & Lawrenson 2010:3). The facilitators battled because they had large groups of students. The majority of university lecture halls have pavilion seating with fixed chairs and desks. This was also a hindrance in encouraging face-to-face discussions.
Period of facilitation
The facilitators complained that time allocated for sessions was not enough. They did not have enough time to complete the allocated task because students are allowed to argue and comment about the case. Control should be exercised in facilitating the sessions as discussion sometimes take too long. Reaching a consensus amongst students also delays the process (Lee et al. 2009).
All facilitators expressed that felt joy and accomplishment when the students had mastered this innovative way of teaching. They enjoyed the feedback given by group members. Seeing students integrating theory with practise was very humbling. This was alluded to by Lillis, Gibbons and Lawrenson (2010:3) in their study on the experiences of final medical students undertaking a general practice run with a distance education component.
Transfer of knowledge
Facilitators could apply the information on case study methodology to their everyday situations, thus improving their critical thinking skills. Active learning strategies are useful to teach critical thinking skills and the application of classroom-acquired knowledge in the clinical settings (Le Roux & Khanyile 2012).
Personal growth
Facilitators expressed that using case studies allowed them to grow personally and academically.
Results reflect the themes that emerged from a focus group with nursing management facilitators; it is possible that different themes would emerge if the curriculum focus was different. All facilitators were employed by one university but were located throughout a relatively wide geographic area. This work reported on facilitator perceptions; additional insights could be obtained from students and staff at the centres.
- During the recruitment phase, potential students need to understand that they should be prepared to learn through more active strategies and be self-directed.
- The facilitators need on-going support when implementing the case-based education system, which can be achieved through continuous staff development and one-on-one consultation.
- Additional strategies should be developed to assist 'slow' learners.
Decentralised educational programmes can serve to meet the needs of nurses who are located in remote areas characterised by poor transportation patterns and limited resources and great need for quality healthcare services. Nursing management courses teach skills to ensure effective, safe and efficient use of existing resources and promote the health of the population being served. In order to achieve consistency throughout the decentralised centres, nursing faculty based at the university need to be creative in providing on-going consultation and input. This study demonstrates the need for a variety of communication routes, including technology, to ensure that case-based learning strategies are applied universally.
The authors would like to thank Prof. Busisiwe Rosemary Bhengu, who supported this research by reviewing the first written draft.
Competing interests
The authors declare that they have no financial or personal relationships which may have inappropriately influenced them in writing this article.
Authors' contributions
Z.N. (University of South Africa) was the project leader and participated in the initial conceptualisation of the research, data collection and data analysis. P.P. (Durban University of Technology) collected and analysed data. K.M.N. (Hunter University, USA) participated in the initial conceptualisation of the research and in manuscript preparation.
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Nkosi, Z.Z. & Uys, L.R., 2005, 'A comparative study of professional competence of nurses who have completed different bridging programmes', Curationis 28(1), 6-12. [ Links ]
Nobitt, L., Vance, D.E. & DePoy Smith, M., 2010, 'A comparison of case study and traditional teaching methods for improvement of oral communication and critical-thinking skills', Journal of College Science Teaching 39(5), 26-32. [ Links ]
Polit, D.F. & Beck, C.T., 2008, Nursing research: Generating and assessing evidence for nursing practice, 8th edn, Lippincott, Williams & Wilkins, Philadelphia. [ Links ]
School of Nursing, 2011, Decentralised Nursing Management programme, University of KwaZulu-Natal, Durban. [ Links ]
Schwartz, L.R., Fernandez, R., Kouyoum'ian, S.R., Jones, K.A. & Compton, S., 2007, 'A randomized comparison trial of case-based learning versus human patient simulation in medical student education', Academic Emergency Medicine 14(2), 130-137. [ Links ]
Smith, C., 2004, Recruitment and retention allowances, Public Health & Welfare Sectorial Bargaining Council, Pretoria. [ Links ]
South African Nursing Council (SANC), 2010, Regulation R1501, Registration for a Diploma in Nursing Administration, viewed 12 May 2011 from http://www.sanc.co.za/regulations.htm [ Links ]
Tan, O.S., 2004, 'Students' experiences in problem based learning: Three blind mice episode or educational innovation', Innovations in Nursing Education and Teaching International 41(2), 169-184. [ Links ]
Uys, L.R., 1990, Establishment of decentralized programmes, School of Nursing, University of KwaZulu-Natal, Durban. [ Links ]
Warren , J.J., Connors, H.R., Weaver, C. & Simpson, R., 2006, 'Teaching undergraduate nursing students critical thinking: An innovative informatics strategy', Studies in Health Technology and Informatics 122, 261-265. [ Links ]
Zethu Nkosi
Department of Health Studies
Theo van Wyk Building
7-156 UNISA Pretoria 0003
Email: firstname.lastname@example.com
Received: 02 Aug. 2012
Accepted: 30 July 2013
Published: 01 Nov. 2013


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Recycle plastic garden pots
It's essential for all of us to practive the three R's of being a good steward of the earth: reduce, reuse and recycle. Last weekend I walked around my small town on community cleanup day looking for hidden treasures in others' trash. During cleanup day, residents can put out items that are not accepted in regular trash pickup. My finds included plastic pots and bricks for edging. I will use some of these pots for replanting houseplants; the rest will be recycled.
It is ironic that the horticulture industry, whose goal is to beautify our yards and help us appreciate nature, is the same industry that uses millions of plastic pots each year. Most of these end up in landfills. According to the U.S. Environmental Protection Agency, 28.9 million tons of plastic containers were generated in 2005. Plastics are a rapidly growing segment of municipal solid waste. The largest category of plastics includes pots and flat trays that hold your plants. In 2004, Penn State University College of Agriculture Sciences estimated that cell packs, flats and assorted nursery pots alone account for more than 320 million pounds of waste each year.
Ultimately the solution is for the industry to go "green" and offer plants in biodegradable pots. This year, the University of Missouri College of Agriculture, Food and Natural Resources is using 100 percent biodegradable pots to grow plants such as vegetables and herbs. These pots can be put into the ground with the plants still inside. Roots grow through the walls of the pot and into the soil. The pots eventually dissolve into fertilizer. These pots may cost a little more than plastic, but they won't end up in a landfill. Another benefit is that plants experience less transplant shock and root disturbance when the pot stays intact and is planted in the ground.
There are several research projects underway to develop "bioplastics" for use as pots. Formulas of commercially available biodegradable pots vary; they can be made of wood fiber, paper, peat moss or animal products such as cow manure. One drawback of these containers is that some tend to be more fragile than plastic containers. Ball Horticultural Company has created Ellepots. These "plantable pots" are made from degradable, non-woven paper. Until the horticulture industry is able to move full steam ahead with using biodegradable pots, it is our job as gardeners to recycle or reuse plastic containers.
University of Illinois Extension is trying to make a small dent in the number of pots that are sent to the landfill. This Saturday, May 23, from 9 a.m. to noon, Master Gardeners will host a "Recycle Your Plastic Garden Pots" event. This event will be held at Hundman Lumber, 2994 J. David Jones Parkway, Springfield (across from the airport entrance).
Hundman Lumber will transport collected pots to Bloomington. McLean County Master Gardeners have a central collection site for the pots. Their goal is to collect enough to fill a semi-trailer. When this goal is met, the pots will be shipped to Michigan where they will be made into new pots.
No food or beverage containers will be accepted. Three categories of plastic pots will be accepted, #2, #5 and #6. Number 2 pots are HDPE, High Density Polyethylene. These are usually ribbed and have a hole in the center of the bottom of the pot.
Number 5 pots are PP, polypropylene. This includes pots and some trays with mesh bottoms. In a wide variety of sizes, shapes and colors, they are usually marked on the bottom with the symbol. Number 6 pots are PS, polystyrene. Most trays and cell packs are polystyrene.
To ease handling and speed up the dropoff process, please have plastics sorted. Separate according to type of plastic regardless of size, style or color. Remove all loose dirt and contaminants. Remove all metal hangers from baskets, as well as metal rings and staples. Remove all tags from pots and trays.
Organizations that would like pots to reuse should call (217) 782-4617. Indicate the size and quantity of containers needed.
Contact Jennifer Fishburn@email@example.com.


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List Episode
Gotham - Season 5
movie with the title Gotham - Season 5, story about Before there was Batman, there was GOTHAM. Everyone knows the name Commissioner Gordon. He is one of the crime world's greatest foes, a man whose reputation is synonymous with law and order. But what is known of Gordon's story and his rise from rookie detective to Police Commissioner? What did it take to navigate the multiple layers of corruption that secretly ruled Gotham City, the spawning ground of the world's most iconic villains? And what circumstances created them – the larger-than-life personas who would become Catwoman, The Penguin, The Riddler, Two-Face and The Joker?
Release: Aug 22, 2019
Duration: 43:60 Min
Networks: FOX
Donal LogueHarvey Bullock
Ben McKenzieJames "Jim" Gordon
Erin RichardsBarbara Kean
David MazouzBruce Wayne / 514A / Batman
Camren BicondovaSelina Kyle / Cat
Cory Michael SmithEdward "Ed" Nygma / The Riddler
Sean PertweeAlfred Pennyworth
Robin Lord TaylorOswald Cobblepot / The Penguin


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About us
Since 1873, the San José State University Alumni Association has endeavored to connect graduates to their alma mater and each other, while adding value to the SJSU degree. Here, you can learn about the organization, its leaders and history.
Meet Our Board Of Directors
The Board of Directors sets the strategic direction for the Alumni Association. Board members serve as advocates for both the organization and university.
Contact The Staff
Our dedicated staff conducts the day-to-day business of the Alumni Association and facilitates a wide variety of programs and events to engage alumni.
Learn About Our History
The Alumni Association is the largest, and oldest organization dedicated to supporting San José State University.
Get Answers To Frequently Asked Questions From Alumni
Need a copy of your transcript? Looking for a former classmate? Find the answers to your questions here.
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Help us stay in touch with you by making sure we have your current contact information. Submit your e-mail address to receive our monthly e-mail newsletter.
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Learn about our operations. Available documents include our 990, Conflict of Interest Policy and other key documents.
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The law requires that public universities provide alumni the option to not receive information on cost-saving offers from affinity partners. If you would prefer NOT to receive information on such discounts, please fill out the this form.
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NCLB Update
Teacher Awards and Workshops
Federal Student Aid
Funding Opportunities
NCLR on NCLB
Job Shadow Day
Quote to Note
Upcoming Events
NCLB Update (http://www.ed.gov/nclb/)
On January 8, Secretary Spellings celebrated the fifth anniversary of the No Child Left Behind Act with a major address to national business and education leaders at the U.S. Chamber of Commerce and an Oval Office meeting with President Bush and Congressional leaders. "Anniversaries remind us that we have to recommit ourselves to the things that are important to us. And when it comes to education policy, this is a critical moment," she asserted. With No Child Left Behind, we set the goal to have every student reading and doing math on grade level by 2014. And it's working!" As evidence, the Secretary cited gains by fourth-graders on the National Assessment of Educational Progress (NAEP) (see fact sheet at http://www.ed.gov/nclb/overview/importance/nclb5anniversary.html). She also reminded leaders of the administration's efforts over the past five years and explained why she and the President are pushing for renewal this year, noting some of her "bright line" principles to be preserved while improving the law: annual testing in grades 3-8 and high school; disaggregated test score data; and grade-level proficiency for all students by 2014. "The truth is, No Child Left Behind helps kids by measuring their progress and holding schools accountable for helping them improve," she said. I've worked in policymaking for 20 years, and I've yet to see a perfect lawespecially one as far-reaching as this one. But, the core principles of No Child Left Behind are as strong and sound as they were five years ago." For more information, please go to http://www.ed.gov/news/pressreleases/2007/01/01082007.html.
Later that afternoon, the Secretary hosted an "Ask the White House" chat on No Child Left Behind and other topics. For more information, please go to http://www.whitehouse.gov/ask/20070108.html.
Then, on January 11, the Secretary visited M. Hall Stanton Elementary School in north Philadelphia and participated in an education roundtable with district chief Paul Vallas. In anticipation of the Dr. Martin Luther King, Jr., Day of Service (January 15), she also presented a Stanton student and parent with the President's Volunteer Service Award. Despite its challenging urban environment, the number of Stanton fifth-graders reading at grade level has increased almost six-fold since 2002, while the percentage of fifth-graders proficient in math increased from 19 percent in 2003 to 83 percent in 2006. Principal Barbara Adderley employed many strategies to turn things around, including breaking the school into smaller academies, carefully structuring the school day, and closely tracking student progress through regular assessment. Last year, Stanton was named a "Dispelling the Myth" school by Education Trust. For more information, please go to http://www.ed.gov/news/pressreleases/2007/01/01112007.html.
Teacher Awards and Workshops
The Department is currently accepting nominations for its 2007 American Stars of Teaching awards, which recognize teachers who are improving student achievementusing innovative strategiesand making a difference in the lives of their students. Anyone can nominate an American Star. After the Department receives a nomination, a verification form is sent to the teacher's principal. One teacher will be recognized from each state and the District of Columbia. The deadline for nominations is April 1. For more information, please go to https://www.t2tweb.us/AmStar/About.asp. (Note: Previous award winners are posted at https://www.t2tweb.us/AmStar/Prior.asp.)
Also, in a recent press release, the Department named 22 cities as sites for its summer regional workshops for teachers to learn best practices from fellow educators who have proven effective at raising student achievement. This year's co-hosts include two federal agencies: the National Aeronautics and Space Administration (NASA) and the National Park Service (NPS); a number of TechNet partners: Microsoft, EMC, AMD, Symantec, the University of Nevada, and Motorola; and General Motors, Siemens, Target, and MATHCOUNTS. Agendas for each workshop will be posted during January. Registration for the workshops, which are free of charge, will begin April 8. For more information, please go to http://www.t2tweb.us/Workshops/Schedule.asp. (Note: Some teachers may be eligible for professional development credits through their states or school districts. Go to http://www.t2tweb.us/Workshops/FAQ.asp.)
Federal Student Aid
January marks the start of the season for new and returning college students to apply for financial aid. Therefore, Secretary Spellings is encouraging all students to file for a share of the more than $80 billion in federal grants, loans, and work-study assistance. Meanwhile, to further publicize the availability of federal aid, the Department is launching a public awareness campaign with the message, "The most costly education is the one not begun." For more information, please go to http://federalstudentaid.ed.gov/.
Also, students who participate in a recognized secondary school program of study may qualify to receive an Academic Competitiveness (AC) grant of up to $750 for the first-year of higher education and up to $1,300 for the second-year of higher education, if otherwise eligible. The Department's Office of Postsecondary Education (OPE) has released a list of recognized programs for each state for students graduating in 2007 (see http://www.ed.gov/admins/finaid/about/
ac-smart/2007/state-programs-07.html). (For students graduating in 2005 or 2006, see http://www.ed.gov/admins/finaid/about/
ac-smart/state-programs06.html.) For more information, please go to http://www.ed.gov/about/offices/list/ope/ac-smart.html.
Funding Opportunities
More money? A couple of new grant competitions are in progress. The Teaching American History Grant Program funds three-year projects to improve teachers' appreciation for and knowledge of traditional American history through intensive, on-going professional development. School districts and independent charter schools are eligible to apply. All grantees must work in partnership with one or more organizations that have extensive knowledge of American history: libraries, museums, non-profit history or humanities organizations, and/or higher education institutions. A notice of intent to apply is due February 7. Applications are due March 9. The Transition to Teaching Grant Program funds the development and expansion of alternative routes to state teacher certification and the recruitment and retention of highly qualified mid-career professionals, recent college graduates who have not majored in education, and paraprofessionals to teach in high-need schools operated by high-need school districts. States, high-need school districts, and partnerships of states, high-need districts, and for- or non-profit organizations are eligible to apply. A notice of intent to apply is due February 7. Applications are due March 26. http://www.ed.gov/GrantApps/ lists all competitions that are underway and provides links to electronic application packages, forms, and other basic information.
NCLR on NCLB
The National Council of La Raza (NCLR), the nation's largest Hispanic civil rights and advocacy organization, recently unveiled a new web site with links to major publications, data sources, and analyses offering information on the No Child Left Behind Act and Latinos. In particular, the site provides information on English language learners (ELLs) in the U.S. public education system. For more information, please go to http://www.nclr.org/nclb.
Job Shadow Day
On February 2, working professionals across the country will kick-off Job Shadow Day, part of a national, year-long effort to enrich the lives of students by acquainting them with the world of work through on-the-job experiences and a special school curriculum that ties academics to the workplace. Sponsored by the financial services firm ING and coordinated by America's Promise, Junior Achievement, and the U.S. Departments of Education and Labor, over one million students and 100,000 businesses are expected to participate. Notable past workplace mentors include former President George Bush, Secretary of State Colin Powell, governors, mayors, and other elected officials, and Today show anchors Katie Couric, Matt Lauer, Al Roker, and Ann Curry. For more information, please go to http://www.jobshadow.org/.
Quote to Note
"I am proud of this piece of legislation. I think it's made an enormous difference, particularly in the lives of some of our poorer students. This country needs to get it right when it comes to public education, and the bill that I was honored to sign is an important first step toward making sure every child gets a good education in America. And in our discussions today, we've all agreed to work together to address some of the major concerns that some people have about this piece of legislationwithout weakening the essence of the billand get a piece of legislation done. We showed in the past that we can work together to get positive results, and I'm confident we can do so again."
|President George W. Bush (1/8/07),
on reauthorization of No Child Left Behind
Upcoming Events
A negotiating committee will begin tackling issues related to the Academic Competitiveness (AC) and National Science and Mathematics Access to Retain Talent (SMART) grant programs February 5, 6, and 7 in Washington, D.C. For more information, please go to http://www.ed.gov/policy/highered/reg/
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Politics & Government
Race for House majority whip divides N.C. lawmakers
Several North Carolina lawmakers are front-and-center – but backstage – in the effort to drum up votes for their preferred candidates in this week's battle over a key spot on the House Republicans' leadership team.
In the election Thursday for House majority whip – the number three spot in the House hierarchy – Reps. Renee Ellmers and Patrick McHenry are backing staunch conservative and front-runner Rep. Steve Scalise of Louisiana. Tar Heel Republican Reps. Richard Hudson and George Holding, meanwhile, are behind Rep. Peter Roskam of Illinois, currently the chief deputy whip.
Roskam represents the GOP establishment and the status quo. The third whip candidate, Rep. Marlin Stutzman of Indiana is a tea party ally and represents its bid to place a supporter into the House leadership. All three know the whip's job can be a political springboard to bigger things.
Leading into the Thursday election, Scalise is said to have an edge, but the the three-way contest appears to be close. House leadership elections are held by secret ballot and most lawmakers keep quiet about their preferences. Support for a particular candidate depends on myriad factors, from friendship and loyalty, to political debts and promises.
"Going against the Republican party leadership can be problematic," said Andrew Taylor, professor of political science at North Carolina State University. "Many of them will be reticent to make that public and work hard for, let's just call it a `coup' unless it's sure to win."
The upheaval inside the GOP caucus is the result of the surprise victory by a once unknown and underfunded tea party-backed candidate who defeated House Majority Leader Eric Cantor in the Virginia Republican primary last week. No sooner had David Brat, who teaches at Randolph-Macon College, notched his win than the race to replace Cantor was on.
Cantor's likely successor, Rep. Kevin McCarthy of California, the current House majority whip, appears to have lined up more than enough support to move up the ladder. House majority leader is one rung below speaker of the House. McCarthy moved quickly to line up support. Rep. Raul Labrador, R-Idaho, a tea party supporter, entered the race late last week.
In the 2012 mid-term elections, tea party-affiliated organizations donated to seven of North Carolina's nine Republican lawmakers, including the four now playing inside roles in the whip race: McHenry, Hudson, Ellmers and Holding.
But despite the past campaign support, none has sided with Stutzman, who Dan Becker, treasurer and general counsel for the Tea Party Leadership Fund, one of many groups under the tea party banner, called the "only one real conservative in the race."
He said that's something the group won't soon forget.
"I think it's fair to say that the tea party would have hoped that those who have benefited would choose to be led by an authentic conservative," said Becker. "These members may feel that we don't care about their votes on this matter, but they are dead wrong. This is something the tea party will absolutely remember. It may be too late to do anything in this cycle, but it's not for the next one."
Ellmers, for instance, won her Second Congressional District seat in 2010 amid a wave of tea party-aided victories around the country. Her political profile has gotten got a boost over the past year as one of the GOP leadership go-to critics when it needed a lawmaker to put on television to criticize the health care law.
"Ellmers is the prototype who found from very early on that it's possible to be supportive of the leadership, despite their ideological leanings," said David Rohde, a political science professor at Duke University.
In an interview this week, the congresswoman said that her reputation as a tea party ally stemmed from when she was elected rather than her political identity. She characterized her connection as one simply of "like-mindedness" and said Scalise was a preferable candidate when she took "all things into consideration."
"It's important for North Carolina to play in this race particularly because we're a red state," Ellmers said. "Given the makeup of our conference, it would be imperative that a whip be from a red state."
Ellmers added: "But I feel very strongly as a delegation that we don't all have to be completely in line with the same thinking."
Email: firstname.lastname@example.com.


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Great news from MTV's Diem Brown! After battling ovarian cancer for a second time, the Challenge star, 30, is once again in remission.
"I could not be more excited," Brown tells Us Weekly. "I can't stop smiling from ear to ear. I feel so free, like I have my life as my own again."
"I am still shaking," she adds of receiving the good news. "I can't describe the feeling of doctors telling you your cancer is gone — especially when you were told this day more than likely would never come. I love it when those doctors are wrong."
Brown was first diagnosed with ovarian cancer at the age of 22. After beating it once, she learned in June 2012 that the cancer had returned.
"I got a call from the same doctor I had six years ago and he said those same words," Brown — who founded MedGift, a charity that works like a wedding registry, allowing donors to help patients pay for treatments — told Us after her second diagnosis . "They're just as devastating: 'Sorry to tell you, but you have cancer.' It's like a whole rush rushes over you and you're so numb. I'd been there, done that — I thought I was over it."
The star was determined to beat it again, though — and she has! As she told Us last year: "I'm stubborn, I'm Southern, and I'm coming after this thing full force."
For access to all our exclusive celebrity videos and interviews – Subscribe on Youtube!


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A new model argues the forces between particles in the early universe loosed time's arrow, creating temporal order from chaos.
Mapping the ancestral history of spacetime in an effort to unite quantum mechanics and general relativity.
A model of backward causation in which the future affects the past could help unite quantum mechanics and general relativity – and satisfy a challenge thrown down almost a century ago by Arthur Eddington.
Can you move a knight on a chessboard so that it visits every square exactly once? Euler was one of the first to analyse this problem systematically, but some questions about it are still open today.
Euler may not have cracked this problem completely, but it led to a lot of important work, including on what we today know as sudoku.
This surprising result about 3D shapes tells us something deep about the nature of space.
This problem about an infinite sum has a surprising answer.
Can you find a path through on this city map that crosses every bridge exactly once? Euler's answer to this problem started off the filed of graph theory.


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Israel indicts Belgian-Iranian on spying charges
JERUSALEM (AP) — Israel on Sunday indicted a Belgian-Iranian man its prime minister singled out in a high-profile speech at the United Nations on charges of spying for Iran.
Israel's Justice Ministry said Ali Mansouri took notes on the security screenings at Israel's international airport and photographed the U.S. Embassy in Tel Aviv and a separate classified security installation that it did not identify.
Israel's Shin Bet security agency announced Mansouri's arrest last week, saying Iran recruited him last year and sent him to Israel to spy. He was arrested on Sept. 11 trying to leave Israel's international airport.
A lawyer for Mansouri said the allegations are baseless.
The indictment said the Iranian-born Mansouri changed his name to Alex Mans after attaining Belgian citizenship in 2006. Mansouri is accused of trying to set up a company in Israel for another Iranian intelligence officer who was supposed to arrive in Israel in the future. The indictment says he visited Israel three times and met to debrief his intelligence handlers several times over the past year.
After initially sticking to his cover story as a Belgian businessman, the indictment says Mansouri eventually tied himself to Iranian intelligence.
In his speech last week to the United Nations, Prime Minister Benjamin Netanyahu said Israel had arrested an Iranian agent trying to collect information "for possible attacks against the American Embassy in Tel Aviv."
Israel announced the arrest as Netanyahu left for the U.S., leading to speculation that the timing was politically motivated. The amateur nature of the photos he took also raised doubts over the seriousness of the espionage he is charged with.


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The Nike Free Run+ 3 Shield running shoe blends the strengthening and injury prevention benefits of barefoot running with the winter protection of Shield. DWR treated, tight weave mesh upper with highly reflective overlays provides protection and comfort in any conditions. Sculpted Phylite midsole/outsole adds lightweight support and cushioning. Deep Nike Free sipes enhance flexibility for a barefoot-like ride. BRS 1000 carbon rubber heel and environmentally preferred rubber offer durability. Waffle piston outsole enhances cushioning and response. Wt. 8.8 oz.
Nike Free Run+ 3 Shield - Mens - Black/Electric Green/Dark Grey
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For Immediate Release
Jordan Libowitz, firstname.lastname@example.com.
CREW Files Petition with FCC Seeking to Deny Renewal of News Corp.'s Fox Broadcast Licenses
WASHINGTON - Today, Citizens for Responsibility and Ethics in Washington (CREW) filed a petition with the Federal Communications Commission (FCC), asking the agency to deny renewal of three broadcast licenses held by Fox television stations. Because their licenses are set to expire in October, two Fox stations in Washington, D.C. and one in Baltimore – which are wholly owned subsidiaries of News Corp. – filed to renew the licenses this past June.
CREW is objecting to the renewals because under U.S. law, broadcast frequencies may be used only by people of good "character," who will serve "the public interest," and speak with "candor." Significant character deficiencies may warrant disqualification from holding a license.
Read CREW's petition to the FCC
"It is well-established that News Corp. has been involved in one of the biggest media scandals of all time. Its reporters hacked voicemails and bribed public officials while top executives – including Rupert Murdoch – either approved the conduct or turned a blind eye," said CREW Executive Director Melanie Sloan. "To say those responsible are not of good character is a colossal understatement – 'despicable' and 'loathsome' are more apt. Retaining U.S. broadcast licenses is a privilege, not a right. Based on its egregious actions, News Corp. should lose that privilege."
Last May, CREW asked FCC Chairman Julius Genachowski to revoke News Corp.'s 27 broadcast licenses, but the FCC has taken no action to date. Under federal law, however, broadcast licenses must be renewed every eight years. Once renewal is sought, opposition may be filed within three months.
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An investigation by Great Britain's House of Commons Culture, Media and Sport Committee condemned Rupert Murdoch as "not a fit person to exercise stewardship of a major international company," and concluded that both Rupert and James Murdoch turned a blind eye to News Corp.'s illicit activities. The Committee described parts of Rupert Murdoch's testimony as "barely credible," and said the notion he had no inkling about the widespread illegal conduct was "simply not credible." The Committee described James Murdoch as "betray[ing] an astonishing lack of curiosity on the part of a Chief Executive."
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There are also indications illegal hacking may have taken place on U.S. soil. Further, as an American company, any bribes News Corp.'s employees paid to foreign officials may violate the Foreign Corrupt Practices Act. The Department of Justice is investigating.
Sloan continued, "It's clear that both Rupert and James Murdoch were complicit in New Corp.'s illegal activities. If the Murdochs don't meet British standards of character, they can't meet American standards. The Atlantic Ocean has no character-cleansing properties."
This is the world we live in. This is the world we cover.
Because of people like you, another world is possible. There are many battles to be won, but we will battle them together—all of us. Common Dreams is not your normal news site. We don't survive on clicks. We don't want advertising dollars. We want the world to be a better place. But we can't do it alone. It doesn't work that way. We need you. If you can help today—because every gift of every size matters—please do. Without Your Support We Won't Exist.
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Citizens for Responsibility and Ethics in Washington (CREW) is a nonprofit 501(c)(3) organization dedicated to promoting ethics and accountability in government and public life by targeting government officials -- regardless of party affiliation -- who sacrifice the common good to special interests. CREW advances its mission using a combination of research, litigation and media outreach.


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haha fail.. not ANT+???
Cateye's Q3 multisports computer is a wrist or bar-mounted watch-type computer that'll record speed, heart rate and cadence data and allow you to log your training on your PC. While the computer iteslf performs well, the software lets it down a bit and the price means that other wrist-mounted units look better value.
In the box you get the watch itself, an HRM strap, a combined speed and cadence sensor, a bar mount for the watch and the software CD. Fitting the Q3 is a ziptie job and complete in about 5 minutes, although if you want to swap the bar mount between bikes you'll need to cut the ties each time. Once it's up and running it's pretty simple to use, although spending 10 minutes reading through what all the buttons do (there are 5) is worth the time investment.
The watch has a 3-level display. In the middle there's the heart rate, writ large. Above and below that there are further lines that can display a range of information; the broad split is speed at the top, HR and cadence in the middle and time at the bottom. To be more specific, the upper display will show you current speed, average speed, maximum speed, average lap speed or maximum lap speed.
In the middle you get current heart rate along with a choice of average heart rate, maximum heart rate, average lap heart rate, maximum lap cadence, current cadence, average cadence, maximum cadence, average lap cadence, maximum lap cadence or number of laps.
At the bottom it's a choice of elapsed time, trip distance, countdown timer, interval timer, recovery time, lap timer, calorie consumption, clock, date, lap time or split time. Plenty of data options then and it's simple to switch between them, although the top and bottom lines are on the small side for reading at speed when the Q3 is mounted on the bike, so if your eyesight isn't 20/20 then it's probably not the one for you.
Overall it's a likeable computer and although it's not the most intuitive at times it's accurate and pretty straightforward to use. It's also small enough to wear as a wristwatch, so if you're looking for something to double up as a timepiece then you're in luck. The Q3 uses a 2.4Ghz signal to connect to its sensors and I never had any connectivity problems and it's weatherproof and durable too.
The Q3 will hold plenty of data, but soon enough you'll want to get that on your computer and have a look at it, after all that's the reason you buy a unit like this. That's where things starts to fall down a bit, sadly. For a start you'll need to get the USB dongle to enable downloads, and that's an extra £50 (less online) on top of the cost of the watch.
Assuming you've done that and the data is in your PC (and it's PC only, no Mac version), the comparison and number-crunching options available to you in E-Train are useful but limited, and to my eyes the interface looks a bit long in the tooth compared to some of the competition. It's not the equal of Garmin Connect or the equivalent from Bryton, and there's also Endomondo, Sports Tracker and a stack of other options these days, most of which of course are available across all operating systems. There's some nice functionality in the E-Train software for working out what percentage of time you've spent in different heart rate zones, and if you want higher-end functions like that it's worth looking at the function set to see if it'll help you. But it's not the only solution if you need those tools.
Assuming you've bought the watch and the USB dongle, you'll have forked out the best part of £200, even if you shop around online. For £139 you can have the just launched Ant+ compatible Bryton Rider 20 with cadence and HRM, basic GPS and a good looking online user interface. Shop around online and for just a bit more, you could have a Garmin Edge 500 (/content/review/17933-garmin-edge-500) and a HRM/cadence kit, which would give you at least the same functionality with the added benefit of GPS tracking, and the 500 is backed up by Garmin Connect which is currently my favourite tool for logging ride data and certainly one of the better ones or you could have the Bryton Rider 50 with all the bells and whistles. There's nothing much wrong with the Q3 computer, but as a complete offering it doesn't really match up to the market leaders here and the new generation of GPS based bike computers; the software side of the equation is what mostly lets it down.
Does what it says it'll do with little fuss, but software isn't as slick as new generation of GPS based cycle computers
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road.cc test report
Make and model: Cateye Q3 Multi Sports Computer
Size tested: Black
Tell us what the product is for, and who it's aimed at. What do the manufacturers say about it? How does that compare to your own feelings about it?
CatEye's new Q3 multi-sports computer features all of the standard cycling functions along with an accurate heart rate monitor in a compact, wrist-mounted, downloadable package.
The Q3 allows you to customize your training experience with 5 programmable heart rate zones, up to 99 laps with real time lap functions, and both time and distance interval functions. There are programmable time and distance countdown functions, cadence tracking, and is waterproof up to 30m.
The Q series functions on a 2.4GHz digitally encoded wireless band and will store up to 30 training files, downloadable with the USB Dongle (available separately).
Along with your training data, it will record your total weekly, monthly, and yearly time and distance automatically.
A handlebar mount and cadence sensor are included so you'll be ready to go right out of the box.
Well made and waterproof
A game of two halves: the computer itself is pretty good, the software less so
More like a watch than a GPS-based unit, no GPS to weigh it down - the unit itself weighs 63g - the mount will obviously add a bit on top if you are attaching it to your bars
Expensive compared to some of the competition
Tell us how the product performed overall when used for its designed purpose
The computer itself was good but the software isn't the best
Tell us what you particularly liked about the product
Good quality, robust wireless connection
Tell us what you particularly disliked about the product
Software, cost
Did you enjoy using the product? The computer was good, the software less so
Would you consider buying the product? No
Would you recommend the product to a friend? Not with the discounts currently available on an Edge 500
About the tester
Age: 38 Height: 190cm Weight: 98kg
I usually ride: whatever I'm testing... My best bike is: Genesis Equilibrium with SRAM Apex
I've been riding for: 10-20 years I ride: Every day I would class myself as: Experienced
I regularly do the following types of riding: time trialling, cyclo cross, commuting, sportives, general fitness riding, fixed/singlespeed, mtb, Mountain Bike Bog Snorkelling, track
Dave is a founding father of road.cc and responsible for kicking the server when it breaks. In a previous life he was a graphic designer but he's also a three-time Mountain Bike Bog Snorkelling world champion, and remains unbeaten through the bog. Dave rides all sorts of bikes but tends to prefer metal ones. He's getting old is why.