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Not since the heavy-metal bands of the '80s have youth been subjected to lewd musical performances like the one Miley Cyrus is bound to put on at the AT&T Center Saturday — that is, according to one San Antonio mother who encouraged the city to pass a so-called "foul-language" ordinance decades ago.
The ordinance, which is still in place, makes it a Class C misdemeanor to allow children 13 and younger into a performance that would be obscene to a child. Passed by a 7-3 vote, it applies to unaccompanied children at city-owned facilities.
In the ordinance, obscene behavior is defined as containing a "description of or explicit reference to: Anal copulation; Bestial sexual relations; Sadistic, masochistic or violent sexual relationships; Sexual relations with a child; Sexual relations with a corpse; Exhibition of male or female genitals; Rape or incest; or A vulgar or indecent reference to sexual intercourse, excretory functions of the body, or male or female genitals."
One woman behind the ordinance, Bobbie Mueller, spoke to Bexar County commissioners on Tuesday, encouraging them to pass a similar ordinance to protect the children who might be going to the county-owned facility for Cyrus' "Bangerz" tour.
"Miley's concert goes beyond obscene," she said, adding in an interview that she learned of Cyrus' tour from the Concerned Women of America, a national group. Mueller said that Cyrus' use of furry animals appeals to children, but other aspects of her performance are not kid-friendly, including "dwarfs in fitted body suits," "dwarfs with black gloves that enter her buttocks, simulating sodomy," and "phallic symbols that she rides like a pony."
In the '80s, Mueller and other parents attended a dozen rock concerts before concluding that unaccompanied children were rampantly using drugs and needed to be supervised. After a long battle, the ordinance was passed, and Mueller said she hasn't been to a concert since '93 because the ordinance was so effective at cutting down on teenage drug use.
But, she said, she splurged for Cyrus show concert tickets, spending $159 for two. "I want to see for myself in what ways this would help provide safeguards for youth unsupervised," Mueller said. "I'm not saying she can't preform," but children in attendance should be supervised, she said.
Another mother, Rosario Zarb-Cousin, also spoke to commissioners Tuesday, saying, "I'm speaking on behalf of working mothers, who may not know that Hannah Montana no longer supports our youth."
Judge Nelson Wolff said he'd have the county attorney look at the city's ordinance, but said the county doesn't have ordinances and, while it owns the AT&T Center, the San Antonio Spurs Sports & Entertainment operates the facility. After court adjourned Tuesday, Wolff called Spurs President Rick Pych, and left him a message about Mueller's presentation.
"I've been hearing some pretty lewd things," about Cyrus' upcoming performance, Wolff said. Some of her activities are "things that really really stink," he said, asking Pych to look into what, if anything, his organization could do to limit her actions.
Pych did not respond to an email and a call seeking a comment.


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Stories by Arina [1] Series by Arina [0] Reviews by Arina [0] Challenges by Arina [0] Favorite Series [0] Arina's Favorites [0]Series
Stories by Arina
|The authors own nothing. Joss, UPN, WB, etc. own Buffy, the show, the characters, the places, and the backstory. The authors own any original plots.

subset: commoncrawl


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Information systems researchers determine successful software programming aids
The success of having software programmers work in pairs greatly depends on the ability level of those individual programmers, two UT Arlington College of Business professors have written in a recently released paper.
The paper also concluded that using design patterns can greatly improve the quality of software programs and the productivity of programmers.
Professor Radha Mahapatra and Associate Professor Sridhar Nerur, both in the Information Systems and Operations Management Department of the College of Business, recently published "Distributed Cognition in Software Design: An Experimental Investigation of the Role of Design Patterns and Collaboration" in the prestigious MIS Quarterly.
MIS Quarterly is the premier academic journal in the information systems discipline.
Rachel Croson, UT Arlington College of Business dean, said that MIS Quarterly is an elite publication, which speaks to the quality and importance of this work.
"This research draws from insights and techniques in organizational behavior and applies them to programming," Croson said. "Their results suggest how firms could greatly speed up software programming without sacrificing quality."
In recent times, paired development has gained considerable traction among software developers. However, Mahapatra and Nerur conclusions on using paired development were mixed.
"We concluded that programmers working in pairs helps the software design process many times," Mahapatra said. "However, for the very top echelon of programmers, working alone yields the best results."
Mahapatra and Nerur co-authored the paper with George Mangalaraj, a UT Arlington doctoral graduate and currently an associate professor of Information Systems at Western Illinois University, and Ken Price, a professor emeritus in the UT Arlington College of Business Management Department.
The other major conclusion of the paper was that relying on the use of design patterns improves positive outcomes in software design. Design patterns help software developers create superior quality software at less time.
"Software design is a very labor and knowledge intensive endeavor. About two out of three new software projects are deemed unsuccessful, according to an industry report," Nerur said. "What we've demonstrated through a controlled experiment is that relying on design patterns can help programmers be more successful."
The researchers said many software design companies are constantly seeking ways to improve productivity and quality. They said companies who can save a small percentage of time and personnel expense in avoiding bad code early in the process could yield big results down the road.
Explore further


text: The Shining is a 1980 British-American psychological horror film produced and directed by Stanley Kubrick, co-written with novelist Diane Johnson, and starring Jack Nicholson, Shelley Duvall, Danny Lloyd, and Scatman Crothers. The film is based on Stephen King's 1977 novel of the same name, although the film and novel differ in significant ways. In the film, Jack Torrance, a writer and recovering alcoholic, takes a job as an off-season caretaker at the isolated Overlook Hotel. His young son possesses psychic abilities and is able to see things from the past and future, such as the ghosts who inhabit the hotel. ... more on Wikipedia


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A former Upton reserve police officer charged earlier this year with firearms and hunting violations after allegedly holding two hunters at gunpoint was placed on probation for a year today and ordered to surrender his firearms and firearms license.
Rocco Addeo, 51, of 120 Milford Road, was arraigned in January on charges of impersonating a police officer, assault and battery and armed kidnapping with a firearm. Subsequently, the Massachusetts Environmental Police filed additional charges of obstruction of hunting and fishing activities (commonly called hunter harassment) and witness intimidation.
Westboro District Court Judge Vito Virzi dismissed the charges of impersonating a police officer and armed kidnapping with a firearm. On the charge of assault with a dangerous weapon, sufficient facts were found for a guilty finding but the charge was continued without a finding for a year. Mr. Addeo was placed on supervised probation for a year and charged a $65 monthly probation fee. The judge also ordered him to not possess any firearms and to surrender his firearms and license for the guns to the local police department by Tuesday.
Authorities said Robert P. Gervais and Thomas J. Maffei, both of Grafton, were lawfully hunting on public land Dec. 30 when the confrontation occurred on Milford Road.
According to court records, Mr. Gervais and Mr. Maffei saw Mr. Addeo's friend, Eric St. Onge, 30, of 11 Bluebird Drive, Grafton, illegally kill a doe closer than 500 feet from homes on Milford Road. When Mr. St. Onge approached the two hunters, they allegedly told him they saw him shoot the deer down near the road and houses.
Mr. St. Onge told the hunters they should leave the area because the man at the bottom of the hill, Mr. Addeo, was an Upton police officer and he would be angry that they were on his land. The hunters protested that they were on public land and not on posted private property.
According to court records, a short time later the men saw Mr. Addeo running toward them and pointing a handgun at them. Mr. Addeo allegedly yelled at them and demanded that they get down on the ground and lay their guns on the ground.
The hunters told police that Mr. Addeo, who was a stranger to them, demanded to see their hunting licenses while screaming and holding his finger on the trigger the entire time he held them at gunpoint.
After a few minutes, Mr. Addeo allegedly put the gun away and told the hunters he wanted things to calm down, and they all walked out to the road together.
Charges against Mr. St. Onge — discharging a firearm within 500 feet of a building, intimidating a witness, unlawful killing of a deer and hunting an antlerless deer without a permit – were dismissed in May.
Mr. St. Onge was also charged with hunter harassment, to which he admitted to sufficient facts for a guilty finding, but that charge was continued without a finding and he was ordered to pay $100 in court costs.


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NFS Shift Review (PS3)
Shift, by its own merits, is not at all a poor game. It's simply torn between two worlds.
Need for Speed: Shift is the 13th instalment of the long-running racing video game franchise Need for Speed published by Electronic Arts. It was announced in January 2009 as part of a three-game announcement that includes Need for Speed: Nitro and Need for Speed: World Online. Shift was developed by Slightly Mad Studios—who previously helped develop much more simulation-based titles such as GT Legends and GTR 2 together with SimBin Studios. In the new franchising model for the series adopted by EA, Shift takes its place focusing on simulation racing and realistic drifting rather than the arcade racing of previous titles in the series. It abandons the street racing formula of previous games and focuses on simulating the "true" driver experience, in the process risking the loss of it's dedicated fan base. In all honesty, Shift comes across as yet another game from the sim based lineup of GTR2 and Race07, and there are many similarities to those games. I feel that Shift is simply taking a modified GTR2, simplifying the controls and physics to a more arcade driving style, and slapping the Need for Speed logo on the cover. While this doesn't mean that the game is anywhere below average, it just seems like a mismatch of title and content. Fans of racing sims may dismiss the game outright because Need for Speed was never known for being anything other than arcade, whereas fans of the series will find themselves struggling through the career mode due to Shift's much increased difficulty.
The first thing you will notice when you start on your career is that there isn't much of a story. In fact, you are a nameless driver who starts out low and wishes to make his way to the top with Shift World Series competition. There are no characters or personalities, other drivers are nothing more than names on the scoreboard. So right off the bat, this may cause some fans of the latest NFS series games to struggle being interested in career mode. However, if you were a NFS fan during the 90's when the game also lacked any kind of story or personalities, you'll be alright. Things start off with a practice lap, where fans of NFS will get their first taste of the brutal difficulty of the game (compared to the series usual arcade). You must use the break a lot, turns must be precise and smooth, because sharp turns of the wheel will send you sliding out of control at higher speeds. Due to this, I wouldn't be surprised if most fans of NFS will set the sliders to "Easy" so they can actually enjoy Shift's driving model. In the other camp we have the Sim driving fans, who will appreciate the driving mechanics, but at the same time find glaring inconsistencies and overcompensation in components such as turning, accelerating and drifting. You see, the issue with NFS Shift is that it tries a little too hard to appeal to both camps – and ends up not being very good for either. Arcade fans will find the game too challenging, and a lack of a story will provide little motivation to keep going. Sim fans will find that the engine overcompensates in driving mechanics such as sensitivity in order to be a more difficult, rather than being realistic, simulator.
Shift also suffers from robotic, rubber band AI – during group races, a huge gap always forms between the top 3 cars and the rest of the pack. So if you are unlucky enough to be 4th, you can forget about catching a podium place if you are more than a second behind. On the other hand, if you are able to make it to first, you can pretty much keep the rest of the drivers behind you the whole time – but if someone passes you, they are suddenly granted some kind of super boost and speed away in a much less upgraded car. The one on one races provide similar frustrations, as you will easily win the race if you can keep your opponent from overtaking you. But if you let them slip past, you have no chance of catching them again (Even on easiest difficulty). Sure, as the game advertises, the AI drivers make mistakes and allow the rest to pass them, however I've only had this happen early in the race when there were no clear winners yet. Once the pack forms into the "3-gap-the rest" formation, the top 3 never made a mistake in the 50+ group races I've played through.
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text:
Moshe Augenstein
Professor and Undergraduate Deputy Chair
Computer and Information Science
Location: 2122a Ingersoll Hall
Phone: 718.951.5000 x2041
Fax: 718.951.4842
Professor Augenstein joined the Department of Computer and Information Science while completing his Ph.D. Afterward, he became an assistant professor (1975). He has written several texts on data structures in various languages. He has also consulted with various companies involved in sales, manufacturing and importing.[ BACK TO FACULTY PROFILES ]


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The Firehose Project
[The Firehose Project has been acquired by Trilogy Education.] The Firehose Project is a full-time, 22-week and part-time, 42-week online coding bootcamp that combines expert one-on-one training with a customized, robust curriculum and a worldwide student support community. Students start coding on day one and are paired with a senior software engineer mentor to build their coding skills. Students also have access to a proprietary Q&A forum and technical office hours. Graduates will develop algorithms, design complex data structures, and learn fundamental computer science principles while building a portfolio of advanced web applications that work with APIs, user authentication, advanced database relationships, video streaming, and more.
Firehose has also launched a new job track designed to prepare students with everything they need to optimize their job search as a new developer and make their transition from bootcamp graduate to employed developer as smooth and swift as possible. Firehose worked with technical recruiters, alumni, senior developers, and partnered with BrandYourself, the leader in online reputation management as seen on Shark Tank, to engineer a track that provides students with optimal job preparation resources.
Recent The Firehose Project Reviews: Rating 4.82
Recent The Firehose Project News
- Alumni Spotlight: Noah Finberg of The Firehose Project
- December 2016 Coding Bootcamp News Roundup
- These 10 Founders All Started at Coding Bootcamps
Accelerated Software Engineering & Web Development TrackApply
Start Date Rolling Start Date Cost N/A Class size N/A Location Online22-week program designed to help you become a professional software engineer.
Deposit N/A Tuition Plans Payment Plans Available
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Minimum Skill Level N/A Placement Test No Interview No
The Firehose Project Reviews
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- The online bootcamp you need- 10/10/2018Clark Jason Ngo • Student • Verified via GitHub
The course material of The Firehose Project has a good flow that it holds your hands in the beginning and slowly make you do stuff on your own. Then enforces it with repetition with the creation of full-fledged applications.
The support team reaches out often. Code reviews, feedbacks in an instant. You get it in 15 - 30 minutes in the forum aside from having a 1-on-1 mentor access.
The overall learning process in The Firehose Project is great!! =)
I can give more feedback here: https://www.linkedin.com/in/clarkngo/
- Better off to go to an in-person bootcamp- 5/31/2018Rebecca T. • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via LinkedIn
At least, if you've got one near you.
Thankfully, I attended the Firehose Project back when it didn't cost $6.5k (it was $4k then), but I still sorely wish I could get my money back on something that gave no discernible ROI. While I was not expecting a job guarantee, their job assistance program was poor at best in 2015-2016. I put in my own work, applying to web development jobs and going through at least a handful of interviews never to get my foot in the door after completing the program.
I currently work in retail instead.
Marco and Ken were personable enough, and the initial code reviews were thoughtful and you felt like they were truly cheering you on (I remember Matt was the main person getting back to me on my code for Fizzbuzz, etc.). Looking back, the coursework wasn't in the best format -- it felt more like following along in an online workbook, instead of actively learning and building your own web pages and applications (until the chess app, but my group never even finished ours, and that was apparently okay with the people at Firehose -- but how does that look on interviews?? I couldn't adequately talk about an app that was never completed).
The depth of the work wasn't good enough to warrant the price of the program, and while I had a pretty good mentor (albeit we typically had some technical issues connecting for sessions), the only real job assistance was a quick look-over of my résumé and giving a few tips as to how to polish it up a bit. And overall, the group project they hyped up was a waste.
For all it's worth, enrolling in the FHP was definitely not one of my best decisions, and if I could go back, I wouldn't enroll in the program. I would urge prospective students to thoroughly consider what they're looking to get out of a coding bootcamp, and if it's actually worth the money. I'd definitely suggest doing everything you can for free first (I'm sure by now there are even more free resources out there than two+ years ago), or at least under one hundred dollars.
- Solid Program- 4/23/2018Matt Verlaque • CEO • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via GitHub
Hey everyone!
Just wanted to drop in and leave a quick review about my experience with the Firehose Project.
Honestly, I'm typically a skeptic, as there are a TON of "online experts" out there with a lot of promises. This was not the first online course that I had gone through, although it was certainly the most costly and the most in-depth.
Short Version: IT DELIVERS.
I joined Firehose with a single goal in mind - I had started a business that was build on third party software and I wanted to bring it in-house. I wasn't here to learn how to make "pretty code" or to "try something new" - I was laser focused on making my business succeed.
Before I joined, I spoke with Marco (Firehose CEO) about my goals, and he was able to give me very specific guidance as to what the course would and would not cover, along with how he thought it would help.
If you don't put yourself out there, you'll never grow...so I slapped down a credit card and went for it.
At first, you'll feel like you're just "going through the motions" without a ton of context, but you need to trust the process. After the first few lessons, it'll all fall into place.
Long story short, not only did my time going through FHP allow me to complete the goal that I set out to do, I brought one of my classmates into the business as a co-owner and we're crushing it. We even flew to SF and met Marco, Ken, and the rest of the team - super great people.
If you want to lear RoR, just get on board. Work hard, learn the material, and see where life takes you. If I was able to learn it on my own, I would have done it already. FHP made it happen, and I'm super grateful to these guys for putting together such a killer program.
They have my highest recommendation.
- Firehose Project 25% Complete- 3/6/2018Eric • Student • Course: Part-Time Software Engineering & Web Development Track • Campus: Online • Verified via LinkedIn
I am working through week #10 of 42 in the Firehose program and am happy to report that it's going very well and that it is overall a great experience. The lessons are now becoming less "hand-holdy" and require more thought to work out, but there is still plenty of guidance to help you through the material. The material is set up and written in a very understandable and user-friendly fashion and the projects that you build are not only useful, but entertaining as well. The challenges are indeed challenging and are highly rewarding to struggle through and complete. The community is great and the resources to help learn are abundant. The mentor sessions are absolutley critical and one of the most helpful aspects of Firehose. Working with a live real person and talking out problems and concepts that you haven't quite grasped with an experienced pro is incredibly valuable and will often make the "light go off". You'll receive encouraging emails and phone calls from staff to ask about your progress and if there is anything that can be done to make your experience better. You'll soon realize that everything that is being taught all ties in and works together to form a good foundation for developing. I truly believe and feel that everyone at Firehose, mentors included, are really focused on my success and really do care about my future during and after the program. Super stoked to keep going and can't wait for the Agile Team Project!
- Firehose Intro to Software Engineering- 2/1/2018Tatiana • Verified via GitHub
I've taken 20 lessons so far in the Intro to Software Engineering course, which is a prep course for deciding on whether or not a bootcamp is the direction you'd want to go in. So far, the videos have been very high quality, easy to follow along with and descriptive. Some of the definitions have been a little lacking in my honest opinion because they tend to be less metaphor based (don't always have the novice in mind) but overall it's very high quality. This is not really an issue because you can google a term and another website like ruby for beginners at Ruby Monstas gave me some really in-depth and clear explanations for terms that weren't quite clicking with me the first time I read them on Firehose. Very good program structure overall.
- Hariharan Sai- 1/18/2018Hariharan Sai Ganesh • Graduate • Verified via LinkedIn
I am having a nice time learning to code, I started with prep and finding it interesting and motivating. I am learning it at my own phase (taking few steps at a time due other personel commitments). Now, have a idea what coding is all about. Hoping to learn more.
Thanks to ken mazaika and his team.
Hariharan Sai
- Now a self-sufficient developer.- 1/5/2018Mike Dunnett-Stone • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via GitHub
The Firehose Project is a fantastic course - I could not recommend it more.
The style of learning (written and video lessons backed up by mentor sessions) is a great fit for the aim of the curriculum: turning you into a self-sufficient developer. If you want to be able to build webapps, whether that be for yourself or for a company, this is the course for you.
When I was deciding between the vast array of options for coding bootcamps, I consulted the reviews on this board extensively, so I feel it only fair that I give a detailed and honest appraisal of my experience, split into a 'what you learn' and 'how you learn it'.
For avoidance of doubt: I am not affiliated with the Firehose Project in any way, and have nothing to gain from bigging it up.
You're building apps from day 1. You're still building apps in week 22. The whole time, you're building apps and this, for me, works. It's a 'learn by doing' approach. If you're determined to absorb as much as possible, it's a really effective method.
A warning: it would be possible to go through the course without taking much in. The code is all there for you on the page, and you could build the apps without really understanding anything. If you have an inclination to coast or free-ride, you need to be conscious of this.
In other reviews, I've seen people make a big deal about algorithms. I have to say, I'm yet to find a use for these skills, but I suppose there's no harm in having done them.
The language, Ruby on Rails, is brilliant. You'll learn to love it, but this shouldn't be a factor in choosing your course. Ruby is often intuitive and easy to read, but it's more about learning the principles of a coding language (methods, arrays, loops, properties etc.) than the actual language itself. Any would do, really.
Solo project vs. group project. I, foolishly, did both. I built my own app (which was the reason I took the course) with the help of my mentor. It went really well, and now has 1000+ users. However, I also signed up for the group project, and this ended up taking up too much of my time. DO NOT DO BOTH, no matter how well you think you're progressing.
Speaking of time, the course takes 30-40 hours a week. It is full-time, as promised.
What's missing? Front-end (making things pretty and intuitive for the user) is light touch throughout. There's nothing on UX design, and nothing more than basic Bootstrap usage and CSS. It's enough to get things to look alright, but you soon realise that there's plenty more that could have been covered.
Structure of learning
My mentor was simply excellent. He's an experienced Rails developer, who's worked for some of the big names in tech as well as being on a founding team of a successful company. As far as I can tell, he was mentoring because he enjoyed teaching people.
You have a 1 hour session each week, and you'd be amazed what you can fit into it. Send an email in advance of your session, detailing what you want to cover, and you'll get through it. The rate at which you can solidify or accelerate your learning during these sessions is impressive.
On top of this, there's a forum for each lesson on the website. If you have any questions, a moderator will get back to you typically within an hour. This ensures that you don't spend forever wondering what you've done wrong when you've got a colon instead of a semi-colon. Code is unforgiving sometimes, and having someone permanently present to help you out is necessary.
What's missing? I would have hoped for more videos and fewer written lessons. Watching seasoned developers code is a great way to improve - I think you can take more in about the thought process when watching and listening than when reading.
I also would have hoped for more of a 'hackers' vibe about it. It does seem angled towards those aiming to get dev jobs, rather than build an MVP.
I skyped Marco (one of the co-founders) before I signed up, and ran him through the app that I wanted to build. "Would I be able to build it by the end of the course", I asked. He gave a fair appraisal and said that it should be possible. I was unconvinced - he would say that, right?
In my first mentor session, I did the same. "Yes, absolutely, we'll build that", said my mentor. More convincing. By week 5, I'd started building Seed Music - you'd be amazed how simple some seemingly complex things can be with Rails - and by mid-way through, I had the fully functioning app.
It's now got 1000+ users, having just graduated, and I'm hoping to grow it further by rolling it out across unis in the UK. You can check it out at www.seedmusic.co.uk.
Some aspects of the build were fairly complex (multi-tenancy, worker servers etc.), and are not included in the course. That's fine, because FHP teaches you to be self-sufficient. You get to the stage where you can explain the problem or task to the internet (google), and Stack Overflow or an equivalent will have the answer. Becuase of the way FHP is taught, you'll understand the answer and be able to solve the problem. To butcher an analogy, it teaches you to code a fishing-rod rather than a fish.
This really is the one thing I'd stress. You become self-sufficient, and with that you can achieve a hell of a lot.
Overall, it's a great course, and the founders seem intent on continuing to improve it. It's not cheap, but it is worth it.
- Great Bootcamp- 12/23/2017Gamal Al-Hetari • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via GitHub
The program was great because I got to build several apps that all got increasingly complex over time. I also liked how i can ask any questions to the instrcutors or mentors or even students in the program if i get stuck on a code and they would be as helpful as they can.
The group project is awesome because it allows you to apply all of what you learned and beyond as well as working in a team of 4-5 students to build it which gives sense on how web developers work in their daily lives. The office hours were fun to attend and learn about things that are outside the material as well as getting to speak and ask the instructors any questions on your mind, even if you don't understand most of what happen in those hours you still get something out of it.
I would recommend this program to other people who want to not only learn how to code, but how to be a web developer.
- Very flexible for those working full time- 12/19/2017Derek Dunbar • Operations Manager • Student • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via GitHub
Firehose was an easy choice after reviewing the schedule and curriculum with Brita and completing the pre requisite materials. It was clear to see this program could be completed working full time. Other bootcamps I looked into made me question my ability to focus on them with a less structured or more demanding lesson plan. I completed a few other structured study programs for other bootcamps before selecting The Firehose Project.
I really enjoyed how the lessons progressed and how the material you learned continued to evolve through each project. It was also great to have the material lead you into an error before revealing how to resolve said error. it really helped grasp and understanding on how it all worked. Resist trying to copy and paste material from the lesson plan into your editor, you will find yourself just trying to check off the lesson and not focusing on immersing yourself in the material.
The mentors are an incredible contribution to this program, that are not just students recruited to mentor after completing the course. I saw this in a lot of other bootcamps. They are actually working professionals that bring tremendous insight into your journey to becoming a developer. My mentor in particular assigned homework and those lessons really help enforce the bootcamp material. I still have some I work on to this day. It was great to speak to a seasoned developer about how the snippet or project you were working on would apply in the "real world", that perspective was much appreciated.
The group project should you chose to do it was a great challenge and really does emulate an agile development environment. Those challenges with Git and pair programming will really be valuable once you are introduced into a production environment.
Could not recommend The Firehose Project enough and look forward to continuing to grow with the materials they have available after the initial program is completed. The job prep material is very thoughout and I still am working through it, but did not feel comfortable leaving a rating for it as I have not completed it.
- Journey to web development- 12/8/2017Roger W • Business Analyst • Graduate • Campus: Online • Verified via GitHub
If you're looking for a boot camp that will help you on your journey to becoming a web developer, look no further. Firehose project has given me the initial push to enter into this new world. The team is very personable and have gone above and beyond to answer any questions I had while going through the lessons. They don't give you the answers to the homework that's assigned, but they give you pointers that will lead you to solving the problem.
The assignments aren't difficult but it takes quite a lot of thinking of how you would want to approach the solution. The forums that they provide on slack and in the lessons are very helpful as you can submit questions and either the firehose team will respond or another student will respond. Everyone is helpful and will have no problem giving you a response.
This course is like an introduction into web development, you'll learn how to integrate ruby, html, css, javascript and postgresql to create an application that you can put into your portfolio. Pay attention to the lessons, attend the office hour sessions, ask questions on the forums, dig your mentor's brain during your sessions and research online. All these tips will help you during this course and push you to become a better developer.
Before I joined firehose project, I was unhappy in my career choice. I've found this bootcamp to be very helpful in my pursue of web development. Marco and Ken are great guides and mentors, they are very easy to reach and approach. They have no problem with answering questions but the way they respond is completely different from each other. They provide tips and hints but enough to get you to where you need to go.
Each lesson is different and as you progress through the curriculum you'll soon realize how they all tie in together. From the first application that you create to the agile team project, you'll soon realize how all the lessons, videos, quizzes and projects combine your knowledge of what you learned and create the final project.
I seriously had a great time with Firehose project and after graduation, I still have access to the slack channel and can work on the applications that I created during this course. You'll enjoy this bootcamp and the cost of this is priced fairly compared to a lot others that are out there. So, thanks for reading this review and sign up to be a Firehose project student. Can't wait to meet you in the slack channel.
- Highly Recommended- 12/5/2017Robert Lynch • Part-Time Sales manager • Applicant • Course: Free Bootcamp Prep • Campus: Online • Verified via LinkedIn
I did my research for online code camps, and tried my hand at a couple.
Firehose is by far best. It starts you off as a complete novice, and explains in detail from start to finish. Im currently in the bootcamp prep and have already learned more than at the other bootcamps I have tried.
- Highly recommended- 12/3/2017Reginald Beninche • Student • Course: Free Bootcamp Prep • Campus: Online • Verified via LinkedIn
I used to watch videos everyday on the internet about programming languages like JavaScripts, Ruby, Pythons, etc..but none of them compare to the free bootcamp prep. That's why I recommend everyone to enroll in the program, which I will do when I am done with the bootcamp prep. Hats off to you guys!
- Firehose helped me make my decision!- 11/23/2017Ashley Smith • RN • Student • Course: Free Bootcamp Prep • Campus: Online • Verified via LinkedIn
I had tried learning a little bit of coding on my own and was struggling to change how I think because I am a nurse, not a programmer. Firehose was the first program I found that I completely understood and was learning enough from to be able to code! I have recommended some friends to the site as well and they are enjoying learning about coding now too. So glad I found it! I am changing careers now that I feel like this is actually something I can do!
- Great Program- 11/22/2017Tom • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via GitHub
I delayed writing a review. I have been busy with our business and grad school studies.
I enrolled in The Firehose Project in May 2017 as a fulltime student.
I will keep in as brief as possible.
The TEAM is amazing. They are super repsonsive, super helpful and super knowledgeable, and it seems never sleep.
The course program: as a new programming student... I had no experience, only bravado. The coursework is challenging but fair and quite extensive. It will get anyone off and running and give them the tools to explore the Ruby and Ruby on Rails language in detail.
Overall: I highly recommend attending The Firehose Project, it is the best bang for the buck. You won't be dissappointed.
One thing: I have not explored the career advice from them, since I am still a business owner and grad student. I won't be preparing to enter the job force until next year.
- Engaging lessons and amazing support- 10/24/2017Lindsay Dages • Full Stack Developer • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via LinkedIn
I am a career switcher and I found FHP to be the perfect fit for me! Each lesson was super engaging and like a good book...I found I couldn't wait to get to the next 'chapter' after each lesson was done.
FHP also has a very supportive team that help students get over road blocks. Ken and Marco (the co-founders) are very engaged and accessible. When you can see their passion it makes you excited to accomplish any coding challenge you may have in front of you.
I graduated in the early summer and just got a job as a Full Stack Developer. I had no official training in coding before I started with FHP. I now have a career doing something I am absolutely passionate about...thank you FHP!
- Mr- 10/23/2017Chris • Campus: Online • Verified via GitHubJust the best online course I have had in a long while
- Most result oriented class I have taken- 9/27/2017Sandra Matos • Applicant • Campus: Online • Verified via GitHub
I am starting my journey on coding and I have taken a couple online prep courses but The Firehose Project was by far the most interactive, easy to understand and result oriented free class I have come across.
I was able to learn as i was building a real project so everything made so much more sense to me. The videos are easy and the way the lessons are make sense.
When I was finish and could see my page, it gave me a strong sense of pride and motivation.
I have moved to next chapter and I am doing the Ruby and finding even more exciting!
Can't wait to what's to come.
- The best online course ever had!- 8/31/2017Emmanuel Nartey • Graduate • Course: Free Bootcamp Prep • Campus: Online • Verified via LinkedIn
I had never undertaken an online course which is well explained and understandable like this. Being able to create my own portfolio webpage was really amazing. Thanks guys
- 2 Weeks That Changed My Identity!- 8/7/2017Kalen Hammann • Graduate • Campus: Online • Verified via LinkedIn
I took the free 2-week "Pre-Course" offered by The Firehose Project mainly to check them out. I got more than I had bargained for!
The lessons were clear, well-structured, and fun. First I learned a bunch of html and css, then some basic Ruby, then more html and css.
But the best part was HOW I learned these things: Over the two weeks I built a portfolio page advertising myself as a software engineer and featuring code I had written myself!
By the end I realized with a shock that I no longer thought of myself as someone who MIGHT someday learn enough to be a web developer. I AM a software engineer in the process of learning more of my craft!
Signing up for the full program was a no-brainer. :-)
- Kalen Hammann • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via LinkedIn
I was all set to sign up for another online boot camp when I learned about the special feature only The Firehose Project offered: experience working with a real agile team creating a chess game two people can play that implements all the usual chess rules.
It seemed obvious to me that potential employers would be more interested in a boot camp graduate with this experience working on a team than in someone with equivalent "classroom learning" but without that experience.
So I checked student reviews and found other things to like.
If you've read other reviews, this will sound repetitious, but I found that they were right! Doing the accelerated 22-week program, I found that:
- Yes it took pretty much full time, but if I put in 6+ hours a day I could keep up. (Like any online program, doing this successfully WILL require a good deal of self-discipline! That includes the discipline to get up and MOVE frequently throughout the day, or you'll get very STIFF as I did at first.
- I'm changing careers (I've been a corporate trainer for several decades and want to stop spending all that time on the road), and found the program completely worked for me - challenging but doable, with NO prior experience with coding. (If you'd like to read about my experience, check out my blog at https://medium.com/@kalen7/a-surprising-career-change-93ad8f58d8df.
- The lessons were well-structured, well-presented, clear and engaging, because they consistently taught principles of effective programming and web development along the way to creating real working apps. This both gave me a real feeling of progress and built up a portfolio I'll be able to share with potential hiring managers.
I DEFINITELY suggest following their recommendation of typing every line of code yourself. I discovered that one of my biggest sources of code that didn't work was simple typos; by the end of the program I had gotten a lot better at simply looking at code and SEEING the typos because I knew by then what the code SHOULD look like. This meant I was really understanding what the code was doing AND the syntax that made it do that. This takes longer but is very much worth it.
- Because the features of the apps we were building are ones I'd be likely to actually USE later (creating forms and saving user input to a database, authenticating users, uploading images and streaming videos, storing those images and videos on Amazon Web Services, processing credit card payments etc. I built up a set of notes that will save me huge amount of time when it comes to implementing features like those "for real."
- I discovered that I could indeed use what I'd learned to create an app for myself from scratch that I use as a dashboard every day to test goals and tap into beauty, weather reports, and inspiration (including from TED talks).
- In addition to the prepared lessons, there's a weekly "Office Hours" session where people can ask the top guys at Firehose anything at all. This means I got to ask questions of my own and also learn from answers to questions I had not thought to ask. (They allowed enough time to answer every question posed, even if the session ran over a bit.)
- Unlike the usual situation when doing free tutorials online, the Firehose Project has full-time mentors responding to questions, so as I went through the lessons if something wasn't working for me I never stayed stuck for long. I would post a question to the mentors, get up and walk around the house to stretch, and by the time I came back I nearly always had an answer waiting for me so I could move ahead.
- The Firehose Project also provided an excellent 1-on-1 mentor for me to meet with every week for an hour to ask any deeper questions I had, talk about programming in general, push me to work on complex data algorithms and help me understand WHY the stuff we were learning about developing apps worked the way it did, give job-finding advice - any way I wanted to spend the time. Invaluable!
- The Firehose people reached out to me via email several times to ask how I was doing, as well as paying attention to the notes I made on my weekly meetings with my mentor. For the first few weeks I had a mentor who was "OK" but mentioned that I wasn't learning as much from him as I had hoped. I thought of asking for a different mentor but decided he was "good enough" and I was still learning a good deal, but when I expressed that they placed me with a different mentor who was FABULOUS. So if there's anything about this program that is NOT working superbly for you, I recommend making sure they KNOW that. They do seem to care a lot about student experience and will work with you to fix whatever's not working.
- There's a VERY complete set of lessons with job-finding advice - everything from how to present yourself well via resume and portfolio through how to prepare for and make it through the job interviewing process and what to do your first day in your new job. (I rated everything about the program 5 stars except the Job Assistance section which I rated 4 stars: What they provide is excellent, but I would be even happier if they had provided two more kinds of assistance):
1) Because the toughest part of getting hired seems to be the "technical interview" where an interviewer will ask me to solve computer challenges in real time on a white board, I'd like to have had more help preparing for that. To their credit, the Firehose People DID suggest a resource that was just what I needed: "Interview Cake." (Google it!) It costs $200 and I think it's worth every penny, but I wish they had rolled it in to their program or provided something similar.
2) Some boot camps have arrangements with companies or headhunters that they claim increase the odds of newbies getting hired. Links with companies who are hiring would of course be best!
- And the Agile team experience? It was everything I'd hoped for and more. The team lead, Jacob, was tremendously generous with his time - I had several Google Hangout sessions where I learned a tremendous amount about how to get complex things done through code. And working with the others folks was illuminating and occasionally exasperating and ultimately very satisfying just as a "real" team would be. I'm now in a position to talk about some REAL experience producing a product on a timetable!
- So did I finish the program ready to get a job? Yes and no. Yes, I actually feel ready to DO the work of a web developer. No in that after applying a couple of places (and getting the response "your skills don't match what we need") I started taking seriously that most of the jobs in my area (Tampa, Florida) are looking either for php or C#. What I got from the program was a great grounding in Ruby on rails and JavaScript. So I decided to do a crash course in php. (The best resource I've found is at Laracasts. Free, but excellent. BECAUSE I have the grounding I got at the Firehose Project, I've been able to quickly move through the tutorial and UNDERSTAND what I'm learning! As the Firehose people said, once you know a couple of languages, picking up another isn't hard.) So a little over month after graduating from Firehose, I'm about to relaunch my job-finding program.
- In the meantime, would I recommend The Firehose Project? Without reservation! If what you're looking for is a way to get a solid foundation for a career as a software engineer QUICKLY with support from truly helpful, highly effective people, DO it!
- The lessons were well-structured, well-presented, clear and engaging, because they consistently taught principles of effective programming and web development along the way to creating real working apps. This both gave me a real feeling of progress and built up a portfolio I'll be able to share with potential hiring managers.
- Definitely recommend it!- 7/25/2017Harrison Lim • Project Coordinator • Graduate • Course: Accelerated Software Engineering & Web Development Track • Campus: Online • Verified via LinkedIn
I started the bootcamp program in November 2015 back when it was an intensive 15-week course and I had no prior background in programming (I had previously only dabbled in some HTML & CSS courses online). I was looking for a structured program to take my coding learning experience to the next level as I have great difficultly learning from content that is not contextualized; in other words, online learning programs left me frustrated and not understanding how a piece of knowledge is applicable in reality.
The course structure is laid out very well and Ken Mazaika does a phenomenal job in explaining each concept clearly and concisely. The contrast is made even more stark when I watch content produced by similar instructors; Ken knows his stuff inside out and more importantly, is able to use the right terms and analogies to help students understand a new concept.
The course also includes lessons on algorithms but this was one area that I felt was a little lacklustre; it was intimidating to get into and did not provide much guidance in tackling the problems (students were to work through these challenges with their assigned mentors). This - combined with the fact that my assigned mentor was not too familiar with how the Firehose Project curriculum was structured - meant that the aspect of algorithms was a little glossed over, in my case. Perhaps the mentors could be more exposed to the Firehose Project coursework so that they can better prepare sessions with their students.
Also, one point to note for students not based in the US: during my time on the program, it was mildly frustrating whenever I had the opportunity to work on the program during the daytime (I'm on Singapore GMT+8 time) which meant that there weren't any available instructors online to help with troubleshooting. If there are instructors assigned to handle queries across different timezones in future, that would be really helpful.
Overall, I think TFP is an amazing option for anyone looking to get into programming. The fact that it's a remote bootcamp makes it an attractive option to individuals who need to balance this with maintaining a day job. I have recommended it to several friends and acquaintances whenever the topic of learning to code comes up, and I would continue to recommend it because I love their curriculum and the brevity of the content.
- Just finished uploading my first site- 7/14/2017Fernando • Industrial designer • Graduate • Course: Free Bootcamp Prep • Campus: Online • Verified via GitHub
I had spend some time playing around on Wordpress but never got into HTML or CSS and didn´t really understand what was going on there. I want to be able to create my own Apps or Dapps, and tweak and improve the sites I create in Wordpress. I haven't gotten into Ruby yet but the section on HTML and CSS is going great so far.
- Making Coding Fun!- 7/12/2017Drew M • Student • Course: Free Bootcamp Prep • Campus: Online • Verified via LinkedIn
I have been a student in TFP's free online course for just under a week now, and I have to say, I'm very impressed with this school so far. Two things have stood out to me:
1. The lesson content is easy to follow and even fun! Although I had learned the basics of Javascript and Python prior to enrolling in this course, I had not written a single line of HTML/CSS. One day after starting this course, I had built a basic portfolio page hosted on an actual website. I was hooked from the very first lesson, and I'm enjoying learning the basics of Ruby as I write this review.
2. The level of support and guidance is unlike anything I've seen from a free bootcamp prep course. I receive personalized feedback on my coding challenges, and the student success manager, Brita, has been able to answer all my questions quickly as well as provide encouragement! I have yet to find a student blog post about a coding problem during one of the lessons that has gone unanswered for more than a few days. The team at TFP seems to really care about their students.
In short, TFP has met or exceeded my expectations about what a coding bootcamp should be. I can't wait to get through the prep course and enroll in their Software Engineering and Web Development track. I'll post another review when I graduate from that course. ;)
- Very Accessible- 6/28/2017John Towery • Graduate • Course: Free Bootcamp Prep • Campus: Online • Verified via GitHub
The Firehose Project is an excellent easy to follow Bootcamp course on Ruby on Rails. They are also extremely accommodating, add captioned to video and mentors are very very accommodating.
They give a 'real world' hands on experience in every stage of the process. There's lots of interaction with students and mentors.
I highly recommend it to everyone.
- Excellent Prep Course- 6/27/2017Sam Crabtree • Applicant • Course: Free Bootcamp Prep • Campus: Online • Verified via GitHubI've tried many free courses all over the Internet, but I immediately fell in love with Firehose Project's prep course. The information is delivered in a fun, engaging way. It really didn't feel like work, and I tore through the first section in a few hours without realizing it. It made me want to keep learning. Keep coding. I'm not in the position financially to take a full course, but if I were, I would apply in an instant. The material and the way it's presented is just that good. It made me fall in love with Ruby even more.


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In the Spring of 1998 there was much discussion and concern around camps using vans to transport children. A combination of incidents and press coverage made it seem to camp directors that using large vans (12-21 passengers) was unsafe, if not illegal, and that camps should use school buses to transport children. In a thorough investigation, ACA discovered that this was not necessarily the case, and shared that information in a previous issue of CampLine (May 1998). Since nearly three years have passed, ACA has done some follow up research on the subject to keep everyone as updated as possible on the current laws.
The confusion started when a Dateline NBC program (April 1998) understandably alarmed many parents and camp directors. The Web site of MSNBC (www.msnbc.com/news/154667.asp) added to the concern with reports indicating "federal law prohibits the sale/lease of large passenger vans to schools for the purpose of transporting students . . . large vans, those which hold ten or more passengers, do not meet federal standards for school transportation." These reports are true, but an examination of the full story gives a more clear picture. Federal law prohibits the sale/lease of large passenger vans to schools for the purpose of transporting students if the vans do not meet federal standards for school bus manufacture. But this does not mean large vans are unsafe, nor does it mean their use is prohibited.
In a discussion with Charlie Hott of the National Highway Transportation Safety Administration (NHTSA) (April 28, 1998), NHTSA confirmed to the American Camping Association that 12-21 passenger vans, as a class, meet federal manufacturing standards that provide appropriate public safety for children. If vans were unsafe for the transportation of children, they would not be permitted to be sold/leased for that purpose. There is no federal law that prohibits the transportation of children in vans by camps. In fact, they (NHTSA) recognize that it is not practical to transport all children in school buses.
Federal Standards Specify Safety Criteria for School Buses
The federal government has established standards for the construction of buses that are classified as school buses. If classified as a school bus, that vehicle must be built to fulfill standards that are not applicable to passenger vehicles or non-school buses. If a vehicle is classified as a school bus, such requirements as stop-arms, flashing yellow and red lights, joint strength, floor strength, crash-worthiness, roll-over protection, and seat construction must be met whether the vehicle's capacity is 12, 47, or 66. Therefore, any van (for instance, a 12- or 15-passenger van) that is sold/leased for use as a school bus must be specifically equipped to meet federal standards for school buses. "Vans" (again such as 12- or 15-passenger vans) that are not classified for use as a school bus are not required to be equipped to meet these federal school bus standards but, in fact, must be manufactured to separate safety standards consistent with their intended use.
The Federal Government Monitors the Manufacture and Initial Sale/Lease of School Buses
Federal law provides that NHTSA regulates the manufacture and sale/lease of all new vehicles. If a van is classified as a school bus and does not meet the federal school bus standards, NHTSA has the authority to levy fines on dealers who sell/lease the vans. NHTSA cannot monitor the secondary sale of vehicles, nor do they have the authority to monitor the use of vehicles — only their first sale.
Each Individual State Monitors the Use of Vehicles in Its Jurisdiction
States monitor vehicle use and have the authority to establish the rules of the road and the use of certain vehicle types for specific purposes. This authority allows states to add to the standard for vehicles classified as school buses and to pass state laws which complement these standards. For example, states may require other vehicles to stop while children are loaded and unloaded from vehicles classified as school buses.
These state laws are very specific and will be different from state to state. For example, in some states, only schools are permitted the use of safety equipment such as stop arms and the use of yellow and red flashing lights. Camps and other youth agencies utilizing vans or buses constructed and/or equipped to meet the standards of school buses may be prohibited from using those systems. (Camps purchasing used school buses may need to repaint the bus and remove the lights and stop arm.) In some states, camps have been specifically exempted from the law requiring vans to be school-bus equipped.
Take the time to become familiar with your state's laws on operating the larger vans or buses. You may start by checking into your state's Web site using the link under Public Policy on ACA's Web site. States vary on which agency will be the appropriate contact for this information. For most states, it is either the Dept. of Transportation, the Dept. of Public Safety, or the Dept. of Motor Vehicles.
Who establishes whether a van transporting children is classified as a "school bus?"
The determination of whether a van used to transport children must meet school bus standards is determined by whether a van is a "school bus." Since both the federal and state governments have the authority to define what is a " school bus," the prudent transportation provider must consider not only federal law but also state law where the vehicle is used. Camps should be cautious about what they call their vehicles as well. Simply having the word "school" or "bus" printed on the exterior of the bus/van (in some states) may be enough to change how the state defines that particular vehicle. (The word "bus" may also lead to the requirement of a special driver's license, as in California.)
Under federal law any motor vehicle designed to carry more than ten persons is classified as a bus. A bus is classified as a school bus if it is used to transport students to and from school or school related activities. Official interpretation letters from NHTSA specifically indicate that "unless your program would be considered a 'school or school-related event,' your vehicles would not be considered 'school buses' under federal law." (May 1991 letter from NHTSA to Ms. Vel McCaslin.) However, camps must be aware that states also have the right to add "camps" to the definition of "school." At the time of this printing, Pennsylvania is the only state ACA is aware of that has added "summer camp" to the definition. Camps in Pennsylvania need to pay close attention to this, while other camps should be aware of the possibility that their state laws may follow suit.
NHTSA further interprets (April 29, 1991 letter to Eric G. Hoffman, Esq.) that "without violating any provision of federal law, a school may use [any] vehicle to transport school children, even if the vehicle does not comply with federal school bus regulations. This is so because the individual states have authority over the activities of a user of a school bus . . . You must look to state law."
NHTSA has further ruled (May 30, 1995 letter to Camp Berachah Christian Retreat Center) that the federal bus regulations do not require the leasing of complying school buses for camp programs not affiliated with a school. However, if camp is considered by your state to be a school-related activity, the requirements of the federal school bus standards would most likely need to be met. Day camps operated in conjunction with private schools may be an example that some states would consider a "school-related activity." Another example is outdoor education that you contract with the school district to provide. The interpretation of when regulations apply is clearly a state issue and will vary from state to state.
Why would federal and state governments require a different standard of care for school transportation than all youth transportation?
Education is a government mandate, and states provide public schooling for those who do not choose private or home schooling. While mandating education, the federal government has established the highest standard for construction of school transportation vehicles. However, the federal government and state governments also realize that it is not reasonable to mandate that children always be transported in school buses. That would be an impractical requirement for families, churches, youth organizations, and camps.
Are school buses safer than vans?
NHTSA recommends that all schools and organizations that transport children use buses built to the federal school bus structural standards or the equivalent. Vehicles meeting federal school bus regulations are the safest way to transport students, but this is not to say that non-school bus transportation is unsafe. All vehicles must pass safety standards established by the government. If vans were unsafe for transporting people, the federal government would not permit their sale/lease for that purpose.
School buses have the lowest fatality rate. However, one must remember that the fatality statistics are based on those buses being used as school buses. This means they have the protection afforded by state laws of the use of stop arms, flashing lights, yellow paint clearly identifying them as school buses, and the expectation of the public that safety laws must be followed. These protections are in addition to the manufacturing standards for strength, stability, and crash-worthiness.
We do not know what the fatality rate of vans that are not school-bus equipped would be if they were permitted to use flashing lights, stop arms, and the force of law to require other drivers to stop while they picked up or discharged children. Nor do we know the comparison of fatality rates of buses equipped as school buses and non-school bus-equipped buses.
What about insurance companies? Will they require buses instead of vans?
ACA made contact with representatives from several insurance companies that write policies for camps. All confirmed company recognition that 12- and 15-passenger vans are more structurally-sound than passenger cars and mini-vans. One company indicated no loss history with vans that led that company to believe vans were an unsafe mode of transportation for campers.
ACA's Recommendation to Camps
Camps looking to add to their transportation fleet are encouraged to investigate the feasibility of getting a vehicle built to the school bus safety standards. According to Charlie Hott of NHTSA (January 4, 2001), it could pay off to compare the cost of a school bus to a similarly sized large van (new or used), looking at purchase price as well as maintenance needs, possible insurance breaks, etc. Shopping around could bring the vehicle with the higher safety benefits into a reasonably affordable range. (Talk to your insurance provider about rate reductions for the vehicle with more safety features. Some companies base rates solely on number of passengers, but others are likely to provide discounts for the additional structural strength or those outfitted with extra security devices/alarms, etc. It pays to ask on a case by case basis!)
What should camps do?
Camps should continue to maintain full compliance with ACA standards and with state laws applicable to transporting children. Specifically, camps should:
- Be sure all vehicles, whether buses, vans or cars, have been inspected and all safety equipment is fully operational. (See ACA Standards TR-13 – 16.)
- Require that all passengers wear seat belts when the vehicle is so-equipped, and enforce established safety regulations. (See ACA Standards TR-10 and 11.)
- Provide safety training for all drivers on loading, unloading and backing up. Require on-the-road driver training and evaluation in vehicles that will be driven. (See ACA Standards TR-18 and TR-19.)
- Be sure drivers are appropriately licensed and their driving records are clean (See ACA Standard TR-17.)
- Be conversant about your state's laws concerning the use and monitoring of buses and vans for transporting children to and from camp.
- Prepare statements to be used by office personnel concerning your transportation program. Be able to explain the law as described above, and the safety training you have in place for drivers and passengers.
For information on NHTSA recommendations, visit www.NHTSA.dot.gov.
For some helpful information and sample policies/procedures for school buses (adaptable for vans), visit http://www.nsc.org/mem/motor/tranfact.htm. The site includes Recommended Procedures for School Bus Drivers at Railroad Crossings, Recommended Emergency Plans, Backing Up, and Loading/Unloading.
Feel free to call ACA with specific questions or concerns. (Call your local section or Marge Scanlin at the national office, 765-349-3312.)
Originally published in the 2001 Winter issue of The CampLine.


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Harris Manchester is the only Oxford College that is dedicated to mature students; the youngest is 21 years of age, but there is no upper age limit. It is also Oxford's smallest college, with under one hundred undergraduate students in total. This however contributes to the friendliness of the place.
I had turned up to speak with the student runners, who are employed by each college during the interview process to assist the applicants in navigating their way around the place, ensuring they find their way to the appropriate interview room and have the correct extracts to read in advance. They also keep the Common Room supplied with fresh tea and coffee and provide a sympathetic and understanding presence to meet and greet the applicants each day.
Geraldine (first year Theology), Karen (first year Law) and Toby (final year PPE) were united in their enthusiasm for the role they had in the admissions process. Karen was particularly keen to support the current applicants. She secured her place at Harris Manchester in 2007 after re-applying - she could therefore draw upon the experience of both being disappointed and successful in the Oxford admissions process.
Geraldine had volunteered to help because, having had a career and returning to study, she felt it important that the candidates saw that Harris Manchester was a destination for not only twenty-somethings.
Toby had helped out every year whilst a student - Harris Manchester has a significant pool of PPE applicants each year, and he felt that it was important for there to be at least one runner that could represent this area to the candidates.
While a group of candidates waiting for Law and History interviews relaxed by playing a few frames of snooker, Geraldine commented that the age differences between students at Harris Manchester were not the issue that many applicants believed it would be. The strong motivation to study, combined with the focus at Oxford on attracting students who show enthusiasm and potential for their subject discipline, provides, in her view, a common and uniting bond that transcended any age differences. This was a view echoed by Karen, who felt that the peer support and the wealth of life experience amongst the undergraduates made for a vibrant and non-judgemental community. Meals at Harris Manchester emphasise this; a casual visitor would be hard-pressed to identify who are the tutors and who are the students.
The support and assistance that the runners offer appears to be appreciated by the applicants. Toby has, over the years he has helped out, built a number of friendships with people he has met during the interview period, who then, having received an offer, kept in touch with him in the remainder of the year prior to starting the course, whilst Geraldine had a clutch of e-mail addresses from this year's applicants who wanted to let her know the outcome of their interview.
Harris Manchester, like all of the Colleges, will typically invite interview candidates for two or three days - during the periods when candidates are not being assessed, the runners arrange visits to various parts of the city, or evening entertainment. Toby feels that this is a key part of the process, particularly for those candidates that are not familiar with Oxford. In particular he sees that many of the candidates who have returned to study, especially those currently at Further Education Colleges, have many misperceptions about the College and the University, and having forty eight hours to address these concerns and issues ensures that the applicants leave with a much greater appreciation and understanding of what Oxford is and is not.
As the group broke up to go and take the Law students to their interviews, I couldn't help but think that if Harris Manchester didn't exist, then it would have to be invented. It fulfills an important, if sometimes under-publicised, role in ensuring Oxford can attract and welcome applicants regardless of their background.


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31 January 2013 | News | By BioSpectrum Bureau
Signing of MoU - (L) Mr T Satyanarayana Rao, IAS, incharge of APIIC, and (R) Mr InKyo Kim, president, Gangwang Technopark, South Korea
Hyderabad: The state undertaking of Andhra Pradesh Industrial Infrastructure Development, India, signed a memorandum of understanding (MoU) with the Gangwon Technopark of South Korea on January 29, 2013, during second day of BioAsia 2013.
The MoU was inked by Mr InKyo Kim, president, Gangwang Technopark, and Mr T Satyanarayana Rao, IAS, incharge of APIIC, in the presence of Mr Pradeep Chandra, the principal secretary, Industry and commerce, Government of Andhra Pradesh, India.
Speaking on the occasion Mr Chandra, said, "The collaboration would be beneficial to both the partners engaged in the task of optimum exploitation of Biotech resources and products in the state. The potential of biosimilar products was to the tune of $5-to-10 billion and the MoU will help in fine tuning them with technology and marketing facilities to be provided by the Asian country".
Mr Kim said that, "The objective of our country is to utilize the resources and facilities biotech installations that are being promoted by APIIC like Genome Valley in Hyderabad. We would also promote the marketing and R&D of products of both the institutions for common growth. We want to promote contribution of our products by over 30 percent to aid in the overall industrial gross domestic product (GDP)."


text:
Just a list I compiled of common suggestions that our user's have given us. Though, just because something is on this list, does not mean it will be implemented! Items crossed out are things that have been suggested to us but will not be implemented, reasons for such are listed at the bottom of the page.
It's probably a good idea to check this list before posting a new suggestion thread to see if your idea is already on here or not.
Quoting aden from later in this thread:
So we would appreciate it if you stopped making new threads about thumbnails seeing as this is being taken care of in the future. Thanks.Re: thumbnails, don't worry guys, we're not ignoring you! Changing these over to full previews (yes, non-square) is a component of another effort that we'll hopefully get out to you in the near future. Really sorry about the lack of feedback from our end regarding this
Suggestions That Have Been Implemented!
- Being able to login from more than one machine or browser
- Show friends/following/followers on userpage with option to turn these off or on
- Automatic Link Parsing
- Invites additions (how many you have left, when they refill)
- Streamlined submission inbox (not having to go to a new page to manage your submission messages)
- Nuke all button
- Select all button that isn't the invert selection button
- Full view button and/or clicking image expands it
- Filename system change for download (so it shows username and submission name/original file name)
- Edit submission option
- Submissions show in root folder even if they're in a subfolder.
- Edit submission file for characters
- Characters viewable on front page
- Streaming function is easier to find (maybe it's own option outside of settings, or a button)
- Custom timer option for people who forget to turn off streams
- Choosing own featured submission rather than defaulting to most recent (implemented with folder options)
- Preview button for descriptions on all submissions and journals (added with markdown)
- Contact info fields actually showing up on userpage
- Custom fields for Commissions/Trades/Requests instead of "closed, open, etc."
- Critique wanted submissions have a badge on the submission page stating so (not a banner but there is now text)
- Scraps feature/folder (implemented with folder options)
- Featuring collection to user's front page (implemented with profile thumbnail bar displays… under profile settings)
- Ability to hide/delete shouts/comments
- Tagging History
- Tag change alerts
- Title/username under thumbnail
- "More in folder" shows images in sequential order rather than random
- Larger filesize upload limit
- Logging in redirects to previous page before login
- User database
- User search
- Available for commissions/trades search
- "View more" for Critique wanted
- Browsing for Critique Wanted submissions
- Being able to hide Commissions/Trades/Requests text from userpage
- Space on userpage for an ID
- Field on your page for an "artists info" space, separate from "profile" field
- Major improvements to groups (groups are in a WIP so basically everything needs fixing, so I won't be specific with these)
- Easier Next and Back buttons on submissions (that isn't just the "more in folder" field)
- Pop up for log-out ("are you sure you want to log out?") to keep from misclicking log out
- Specific followers settings to pop up after a user is followed
- Option to enable/disable people from adding you to their Friend's list
- When adding someone as a friend you get asked if you wish to follow them as well
- More search functions including tag alerts, searching for keywords inside submission descriptions, showing how many submissions showed up in search, artist search
- Fix/reminder to refresh cache on new banner/icon uploads
Add a BBcode bar for easy access***
- NSFW/SFW toggle
- Ability to disable comments on submissions/journals/characters/shout page
- Ability to deactivate or hide account
- Different language selections
Message Center related:
- Submission stacking (all submissions by one user going into its own stack for viewing)
- Inbox/Outbox overhaul (ordering, folders, deletion, importance markers, etc.)
- Message center numbers updating properly (this is a bug I'm sure but putting it here regardless)
- Option to get e-mails when you get new items in your inbox/submission inbox
Submission related:
- Update for full view: Ability to enable or disable automatic full view
- Upload other file types for literary (.doc, .docx, etc.) [somewhat added, .pdf and google docs have been added, but still no .doc]
- Upload more file types in regards to music (.midi, .ogg, etc.)
- Scroll bar on descriptions
- Auto tag complete
- "Official" and "Suggested" Tags
- Smart tagging
- Mass/bulk uploading
Import submissions from other sites function*
- Non-square thumbnails
- Bigger thumbnails
- Add Creative Commons License option
Option to disable downloads of submissions**
- Something to show on thumbnails or scrollover if a submission is an image/literary/multimedia file
- Ability to upload program tools such as custom brushes, etc.
Folders related:
- Custom folder thumbnails
- Being able to have one image in multiple folders
- Custom ordering of folders on page
- Ability for more sub-folders in current sub-folders
- Folders for favorites and collections
- Being able to re-order submissions manually within a folder
Character related:
- Being able to upload more than one image to a character page
- Custom fields for additional info (on the lines of weight, height etc. type fields)
Collections related:
- Being able to request an image to collection
- Allowing characters to be placed into collections
- Folders for collections
Commissions related:
- Example field
- Adding 'hourly wage' field as a choice if users do not use a flat rate
- Descriptions field for each commission class
- Custom ordering of commission classes without defaulting to alphabetical
- Commission opened/closed notification system
Streaming Notifications related:
- "View more" for Streaming Now in order of earliest starting streams
* We don't want Weasyl to have an official tool that scrapes other sites without their permission. However, other sites are free to export their data in a Weasyl-compatible format, or users are free to use a scraper to make it.
** Disabling downloads will not keep users from using other means to download the media they want.
*** No BBCode bar will be implemented since we are mostly switching to Markdownqu


text:
Ched Nasad is a dark elves city ("Drow"), located in the Underdark.
The underground river is emerging somewhere from the rock, going trough the castle, and in beautiful waterfalls falls trough the cascade of the city, going deeper in the ground. Uncommonly for the Underdark, which is covered with fluorescent fungi, this city has a tree on a square on one level, probably maintained trough magic.
(follow the the links below)
Thus, city is known trough flow of water, and numerous waterfalls. Also, a big Church of Lloth is noticeable at the end of the city, as various stylish bridges between towers and buildings. Notice sacrifital pit at the top.
(follow the the links below)
This beautiful, elegant Drow city is highlight of Drow craftsmanship, imbued with magic and lingering silver spider webs. Politics and constant wars are main recognizable traits of the city, which does not bear scars from battles against beholders, fiends, dwarfs and other Drow, because it is often rebuild, every time made even taller and more magic.
(follow the the links below)
Guard tower, securing entrance to the east part of town, where the church is. Shot from below, and on top.
(follow the the links below)
City is home to many Drow, but also to the even number of slaves, from almost all species known to world.
(follow the the links below)
It is raided by Paladins girl-only attack at the moment. Paladins party (Sword sisters) is quite resolved in purging this tall city, but this will prove to be more than a challenge, because we can spot Drittz among defenders, updated from the Ust Natha fight. Also, amongst Drow defending the city is Viconia (remember her from Baldur's Gate? ). Anyway, at the moment she still worships spider goddess Lloth, and she will come to love night goddess Shar later on (maybe in next MOC? ).
And, of course, there is Bodhi in the city, a vampire, sister of the Irenicus. She is searching for the help of the matron mother, and she will get it. She is surrounded with her vampire and undead companions, which are guarding her.
Entrance tower is equipped with magic imbued pillar, used as a beacon, as a testimonial of the Ched Nasads Drow great power.
Fast links:
The whole presentation: with more photos - link
Main castle photographs
Construction photographs
Minifigures photographs
And on a totally different note, images are SO much better when viewed large
Trough the city, we can notice lava fountain, snake pit, hunter's house, five large bridges and two ground ones, sacred tree, fire pit and the slums.
Here you can see some other Drow cities from me:
Ust Natha


text:
Overview of exchange opportunities
All students of TalTech University have the opportunity to enhance their studies by spending a semester in one of the many partner universities of TalTech. It is an excellent opportunity to gain valuable international experience, develop both academically and professionally and enhance foreign language skills. See also Erasmus Charter for Higher Education 2014-2020.
Different Exchange schemes
ERASMUS programme – Exchange studies in TalTech partner universities within the European Union, the candidate countries and selected non-EU countries that have joined the programme (Norway, Turkey, Island, Lichtenstein). Tuition fees are waived by both sending and receiving universities and all participants of the programme get the Erasmus scholarship.
Study abroad possibilities with Bilateral Agreements – TalTech has signed several bilateral agreements with universities in Asia, Russian Federation and the US. Tuition fees are usually waived by universities that have signed bilateral exchange agreements, but there are no other scholarship schemes intended for the students. Students who apply to complete their exchange studies at those universities have to be in excellent academic standing, so that they can apply for Estonian national scholarships or scholarships offered by the receiving universities or countries.
Exchange scholarships – All students in the Erasmus programme receive the Erasmus scholarship. Other scholarship opportunities include the Estonian national scholarships (Kristjan Jaak and DoRa programme), scholarships of the receiving universities and governments of foreign countries.
International placements – Erasmus programme offers scholarships for placements abroad in EU countries and other European countries that have joined the programme. Internships can be carried out in companies and organisations of the EU countries, they have to match the field of the applicant's studies and last between 2 and 6 months.
Summer programmes - Summer programmes are an excellent possibility for personal and professional development during the breaks from the university and are a great way to get the first experience of study abroad. Whereas, exchange studies are meant for studies in students' chosen field, the summer programmes enable the students to gain experience also in other fields.


text:
Washington State put together a strong first half against No. 6 California, but the Cougars lost their shooting touch and the game in the second half.
Layshia Clarendon scored 26 points as Cal beat Washington State 73-60 on Thursday night.
"I thought we competed very, very hard," Washington State coach June Daugherty said. "Our offense did some good things."
Washington State stayed even with the Golden Bears in the first, even leading 35-33 with two minutes left, before Cal sank three late 3-pointers to take a 42-35 halftime lead.
But in the second half, Washington State's shooting percentage fell from 50 percent to 30 percent, and Cal pulled away.
With No. 4 Stanford due in town on Saturday, WSU will have finished the regular season by playing three ranked teams in four games.
Meanwhile, California is one win away from claiming at least a share of its first Pac-12 championship, and Clarendon has her eye on the prize.
"We want to win the championship," said Clarendon. "We are one game away from it."
Afure Jemerigbe added 14 points for California (26-2, 16-1), which has won 14 straight games.
The win allowed Cal to set a program record for conference wins in a season, and to at least keep pace with No. 4 Stanford, which played Thursday at Washington. The victory left Cal one shy of the team record of 27 wins in a season set by the 2008 and 2009 squads.
Team records are important, but primarily in the context of a league title, Clarendon said.
The Golden Bears' chance to sew the title up comes Saturday when they play at Washington.
Freshman Lia Galdeira scored 18 points to lead Washington State (10-18, 6-11) which has lost four straight games. Mariah Cooks added 10.
Cal held a 42-35 halftime lead after a close first half.
"We're kind of being hunted right now by people who are out to ruin our season," Clarendon said. "Everybody comes out swinging."
Washington State scored the first two baskets of the second half, then Cal went on a 12-2 run, five points by Clarendon, to take a 54-41 lead.
Mikayla Lyles sank a pair of 3-pointers to push the Cal lead to 62-45.
Washington State scored the next seven points to cut Cal's lead to 62-52. But Cal replied with a 9-1 run and the lead was back to 71-53 with 2:30 left.
Cal coach Lindsay Gottlieb switched her defense around in the second half.
"We changed up how we were playing ball screens," Gottlieb said. "I thought we were better in transition defense."
For the game, Cal shot 44 percent and made 11 of 19 3-pointers. Washington State shot just 39 percent and made 5 of 16 3-pointers. Cal won the rebound battle 44-31.
Clarendon made 10 of 18 field goals in the game, including four 3-pointers. She added five assists.
"My shots have been falling pretty well the last few games," the Naismith Award candidate said.
In the first, a pair of 3-pointers by Jemerigbe gave Cal an early 11-5 lead.
Galdeira's 3-pointer gave WSU its first lead at 20-19 as the Cougars made eight of their first 12 shots.
The teams traded baskets and the lead several times. Clarendon sank a pair of 3-pointers as Cal took a 33-31 lead with 3:23 left in the first. Cooks replied with a 3 to put Washington State back on top.
But Cal closed the first half with three unanswered 3-pointers - two by Jemerigbe sandwiched around one by Clarendon - to take a 42-35 halftime lead. Clarendon had 18 points and four assists in the first half. Cal made 50 percent of its shots and sank 7 of 12 3-pointers. Washington State also shot 50 percent in the first.
"We had a great game against the No. 6 team in the country," Daugherty said. "Cal shot the 3 very, very well tonight."
Daugherty said the turning point in the game came early in the second half, when Cal got numerous possessions on its end of the court thanks to offensive rebounds and built a lead the Cougars could not overcome.
"They showed their experience and poise," Daugherty said.
At the same time, the Cougars started relying too much on Galdeira and Cooks.
"We got caught standing and watching them too much," Daugherty said.


text:
Hey Everybody! Post your character names so we can add each other as friends!
Big surprise, you'll find me listed as Pellanor.
Havard here.
Merks 453
Nihzlet is me. My character code is 614. I think you need that to add friends in addition to just the name--you can find it by going to 'add friend' and looking in the upper-right of the window.
Yeah, I saw the code thing too. Pellanor - 760
code 203
You're 760, Pell. I tried to add you with 670 and it said you didn't exist.
Massacre 764
Do the world a favor and give yourself a vasectomy. Use your dick as a knife sharpener and play with what's left. FunFact I once stabbed a woman in the ovary.
I just don't feel like installing hydraulic pistons on my schlong. Why would my brothers use tampons? Twisties, the best adult porn site.
Is it considered humane or inhumane to sexually stimulate an animal? And is it cheating? Oral sex keeps the babies away!
Long Story Short the best lube is Glide. Look for it.
-so and so, 2009
Need you character code too, Hanzo. Long time no see man!
I'll add it later. Haven't been on b.net for a lil while. I pop in here time to time... mostly I lurk for a few days.
Any of you on Europe?
code: 585
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text:
The Wieners Circle -- a tiny hot dog stand in Chicago's Lincoln Park -- is legendary for the shouted verbal abuse rained down on customers by the staff. So, naturally, Conan O'Brien sent the nicest guy in the world, 30 Rock's Jack McBrayer, to place an order.
(Not Safe For Work -- hostile, explicit service.)
(Extra credit: Check out This American Life's piece on The Wieners Circle.)
- Reposted by


text:
Money, productivity, and data are your most valuable assets.
What's your return on investment?Our Solutions
Why We're Here
We protect and manage mission-critical IT systems and data, so your business is optimized for growth. Using a provider to manage your infrastructure doesn't mean giving up control. "As a Service" constitutes a partnership, where our experts help your company's IT staff design a strategy that fits your specific needs. We work closely with you to eliminate IT complexity, reduce overhead costs, streamline operations, and protect your business data.
What are your strategic initiatives? How many resources are wasted on maintaining your infrastructure that could be spent on innovation? To stay competitive, all your resources should focus on what you do best. Iserv removes the technology burden; because you shouldn't worry about HOW your systems run, just that they are delivering the highest-level productivity and customer satisfaction.
We Analyze your Business Needs
We Handcraft IT Solutions
We Provide Round-the-Clock Support
What We Do
Data Protection Services– Preserving your critical data mitigates risk and ensures your info is safe and accessible. Iserv's managed infrastructure allows you to replicate and store your data in a secure, off-site environment with 24/7/365 management and automated backups for minimal operational impact.
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Connectivity and Communications– Experience high-performance, reliable connections with your offices and customers over a secure managed network. Data, voice, and internet traffic monitoring meets information delivery expectations and provides continuous availability.Our Solutions
Success Stories
Preservation of Affordable Housing partnered with Iserv to work on a large multi-year network project to upgrade our corporate offices and all of our properties, successfully deploying new networks to over 80+ locations, 400+ employees, and 8,000+ residents. Iserv understood our vision, budget, needs, and wants and worked closely with us to ensure they were met. They are part of our core IT team involved in ongoing projects, day-to-day support, and new acquisitions/deployments.
Simply said, Iserv has resolved a long-standing need for an efficient WiFi system at Newport Shipyard. After reviewing our needs, they have supplied Newport Shipyard with state of the art equipment and great support which helps us service our Mega Yacht marine customers season after season.
Iserv said: "Host everything with us!" I laughed and said, "I'm too small! Only big companies can afford those solutions." I was astonished how competitive Iserv's quote was. When I factored in the savings of not buying new server hardware, elimination of my phone, computer vendors and service agreements, and the value of my staffs' time being involved in every issue, it was a no-brainer! The most satisfying thing is having one team I can hold accountable for everything.


text: He then listed the attributes of Hazrat Mahdi (as) and said: "HE IS YOUR GREATEST REFUGE, THE ONE WHO HAS THE MOST KNOWLEDGE AMONG YOU AND THE MOST CONCERNED FOR HIS FRIENDS AND THOSE HE LOVES. My Allah! Make his appearance a virtue for the elimination of sorrows and bring the fragmented community back together through him! If Allah grants you success, RUN TO SWEAR ALLEGIANCE [TO JOIN] HIM AND NEVER ABANDON HIM. IF SUCCESSFUL, IF YOU REACH HIM AND ATTAIN THE PATH TO SALVATION, NEVER GIVE UP ON HIM. And pointing to his chest he said 'How I wish to see him.' (Sheikh Muhammad ibn Ibrahim Numani, al-Ghaybah al-Numani, p. 252)


text:
Post Granada 2001 – EarthCARE, SPECTRA and WALES advance to Phase A
In the follow-up to the Granada 2001 User Consultation meeting, it has been decided that the three candidate Earth Explorer Core Missions to enter Phase A would be EarthCARE, SPECTRA and WALES. Full feasibility studies are to begin in spring 2002, the results of which are expected one year later.
On 30 and 31 October 2001 a User Consultation meeting was held in Granada (Spain), where five candidate Earth Explorer Core Missions were presented to leading scientists from the Earth science community. At the end of the Granada workshop independent Science Review panels evaluated the missions and their results were presented to the Earth Sciences Advisory Committee (ESAC).
It was the Committee's responsibility to decide on behalf of the scientific community which of the five missions to recommend for Phase A (feasibility study) to the Programme Board for Earth Observation (PBEO).
As a result, the three candidate missions to enter Phase A, are:
- EarthCARE (Earth Clouds, Aerosol and Radiation Explorer) – a joint European-Japanese mission to increase understanding of the interactions between cloud, radiative and aerosol processes that play a role in climate regulation.
- SPECTRA (Surface Processes and Ecosystem Changes Through Response Analysis) - a mission to study the role of terrestrial vegetation in the global carbon cycle and its response to climate variability.
- WALES (Water vApour and Lidar Experiment in Space) - to increase understanding of the distribution of atmospheric water vapour in the troposphere and lower stratosphere.
In response to Phase A approval three Mission Advisory Groups have been established. Their main objective is to support ESA in consolidating the science and mission requirements and to ensure that requirements are compatible with the system specifications. In late 2003 two of the three missions will be selected to go forward to Phase B - design and development - for implementation in 2007-10.