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Netherworld Haunted House impressively captures the atmosphere of Halloween with its striking set designs and exceptional costume creations. Looking for a truly frightening experience as October comes to a close, Netherworld was just the place for me to find thrills.
The tour is divided into two separate parts: the Banshee and the Hive. The Banshee is the primary haunted house, while the Hive is additional. Inside the Banshee is where customers get the real bang, or boo, for their buck. It was refreshingly scary and oddly enjoyable to see even the most hard-core haunted house veterans jump out of their socks when an eerily dressed ghoul or ghost reaches an arm out from behind a curtain – thought to be a solid wall – and reaches for their shoulder. Although the actors are not allowed to actually touch the guests, they certainly come close. At times, I was absolutely certain that a man standing in a corner was a mannequin and lowered my guard, and then felt a presence eerily close behind me.
The most impressive aspect of Netherworld is Netherworld itself. The set is beautifully created and is completely believable with intense textures, motions and lights. The walls feel like the inside of a cave when they need to, or old wood from a creaking haunted house depending on what room you are in, and seemed really believable. The only thing unrealistic about the tour was the smell. Headless bats and Cthulhu do not exactly smell like latex and paint. But, unlike classic horror films, there are no zippers and the chainsaws are real, so it was easy for me to ignore the smells and let the fear in.
In comparison to the Banshee, the Hive is weak. It is only about a 15-minute walkthrough compared to the hour-long Banshee, and it is nowhere near as horrifying. The most entertaining piece is the creepy crawlies that roam free inside of the Hive. Even this, however, could have been more frightening had the actors at the entrance of the Hive not given the secret. I found myself looking for them the entire time, and everything else in the Hive just felt unnecessary.
The Banshee makes up for the shortcomings of the Hive. Walking through the Hive feels like walking through an experimental haunted house, while walking through the Banshee is like living in a nightmare. However, there is another catch to the wonder that is the frightening Banshee. Although both haunted houses are remarkably well-crafted, waiting in either line is nearly unbearable, even though costumed creatures walk around and try to scare the most unsuspecting individuals; it was easy to lose interest. Also, the constant yells that were intended to be startling backdrops to the intense tour were only that for the first 15 minutes, and after that they became annoying. Performers dressed in poorly-designed monster outfits put on a live concert with a professionally-hired DJ while you wait in line.
However, the concert and the actors running around the lines felt like bad attempts at distracting me from how long the lines actually were, and the constant Banshee screams grew from annoying to nauseating the longer the line went on. By the time I got inside the haunted house, I was too tired to fully enjoy the ride. Even the actors roaming the lines are mere whistle-wetters at best. The real thrill comes from inside the haunted houses, and after about three hours of waiting in the lines collectively for both haunted houses, and only an hour and a half of being in the tour, Netherworld lost a lot of its edge.
Both the Banshee and the Hive have creatively written back stories, which can be summed up, according to the Netherworld website, as thus: an evil has been released from the underworld and it now bridges the gap between our world and theirs, thus creating a Netherworld where the boundaries of both worlds begin to fade. However, unless visitors looked at the Netherworld website beforehand, there was no indication any time during the tour about this story line.
So, if you plan on taking a trip to Netherworld any time from now until Friday: buy your tickets online, go early on a week night, and bring a scary movie on your iPhone to get you through the wait in line but keep you in the horror mood. The haunted house itself is, in fact, worth the wait.
– By Riakeem Kelley


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Medeli SP4200 Ultra Deluxe Digital Piano Package
Discounted Price $599.99 MSRP: Old Price
Save :
$335.97 (36%)
Order Now! This item is out of stock but will be available soon. You will not be charged until your item ships.
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Kit Components
Medeli SP4200 Ultra Deluxe Digital Piano Package: Medeli SP4200 Digital Stage Piano, Medeli ST430 Wooden Keyboard Stand with Pedals, On-Stage KB50 Keyboard Bench, Samson SR950 Professional Studio Reference HeaphonesThe Medeli SP4200 Ultra Deluxe Digital Piano Package is a four-part package encompassing all you need for a professional keyboard setup. Inside, you'll find:
- 1 Medeli SP4200 Digital Stage Piano
- 1 Medeli ST430 Wooden Keyboard Stand with Pedals
- 1 On-Stage KB50 Keyboard Bench
- 1 Samson SR950 Professional Studio Reference Headphones
Medeli SP4200 Digital Stage Piano
Although SP4200 is compact in size, it is equipped with powerful features. 600 voices are available to play with any music genre. With 128 polyphony, no notes will be missed when playing a song with any of the 230 onboard style accompaniments. Your performance can then be easily recorded to a USB device on the USB-Host. SP4200 is the affordable, must-have for a piano enthusiast.
Accessories Included
Rest your digital piano safely upon the Medeli ST430 Wooden Keyboard Stand with Pedals. Designed to frame this specific digital piano model, the stand has three built-in control pedals (soft, sostenuto, and sustain) that you can apply for a variety of professional sounds. If you'd like to take a seat, the On-Stage KB50 Keyboard Bench is also included for your comfort, and easily folds for convenient transportation to any performance or practice space. To monitor your performance, comfortably listen with the Samson SR950 Professional Studio Reference Headphones. Adjustable and containing 50mm drivers, this pair gives you a dynamic range of crystal clear sound. Even the chambers are acoustically tuned.
- Medeli SP4200 Digital Stage Piano
- 88 Hammer-Action Keys
- 600 Voices, 120 Preset Songs, & 230 Preset Styles
- 128-Note Polyphony
- Smart Learning Mode
- USB Drive
- Includes Medeli ST430 Wooden Keyboard Stand with Pedals
- Includes On-Stage KB50 Keyboard Bench
- Includes Samson SR950 Professional Studio Reference Headphones w/ Adapter
Things You Will Get:
- Digital Piano
- Keyboard Stand
- Bench
- Headphones
- Headphone Adapter
|Number of Keys
|Type of Action
|128 (max)
|Split Functionality
|Digital Display
|Preset Types
|120 Preset Songs, 230 Preset Styles
|Built-In Speakers
|Bench Included
|53.74 x 14.41 x 5.39 Inches (LxWxH) (Keyboard)
|30.42 lbs (Keyboard)
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This column, however, despite how it may seem, is not written with the intention of finding a solution to this unprecedented mystery. Instead, let me now Nike Air More Uptempo Og tell another story ancient times, there existed a major Greek colony called Paestum on the coast of the Tyrrhenian Sea in Magna Graecia.
all our technology and advancements, we are still powerless and in the dark.
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What about the missing flight MH 370? With Nike Uptempo Reflective
Many spend their lives preparing for the end in an attempt to overcome it. One of my brother favourite shows on Foxtel is Doomsday Preppers, a series of documentaries offering glimpses into the lives of those who know the end is near, and plan to fight.
Well, here is the time for more conspiracy theories. What if we were wiped out by aliens, or wizards, the environment, or even fellow human beings? It is, of course, the last two that are probably most comprehensible. Just think of the cyclone that recently tore through Queensland; could a Nike Vis Uptempo
nuclear bomb have stopped it?
In fact, as more time passes, the idea that we simply have no idea becomes more and more troubling, and most people seem even more compelled to fashion some explanation. My favourite conspiracy theories include:
On the other hand, there are those who spend their lives making millions, designing architectural feats, making their names recognisable, saving lives or writing books. But will any of this matter when we are not around to appreciate effort and success? And what about the normal people? Those who simply make the most of each day?
The majority of us, as a collective society, and even as a collective human race, also believe we are invincible. We are the most powerful species. We are at the top of the food chain. We have weapons of mass destruction. What kind of force could pose a challenge?
I apologise that it is a question with the ability to leave one feeling so small, but I promise it is also an opportunity, if an answer if found, to discover a new level of content.
Despite the lack of certainty I have previously acknowledged, I believe we can be certain about one thing: we will not be here forever, and we have absolutely no idea how long we have until our time is up. So the question remains: prevention or legacy?
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THE plane was hijacked by terrorists without a purpose;
I am not framing such a life in a bad light; it is the life most of us lead. What I asking is, what should we be doing?
Should we start digging holes in our backyards for our homemade time capsules? Refuse to sleep in fear that we have no time left? Buy a litter of puppies and begin to train them as guard dogs? Or start procreating as frequently as possible in order to enhance our chances of survival on the basis of increased population?
As with most Greeks of the day, its citizens saw themselves as invincible, and thus, when they were conquered in a surprise attack by Lucians, they were not prepared, and were annihilated. To this day, all that remains are some of the most magnificent and best preserved temples in the world and it is this tragedy that got me thinking.
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Fans have created nude mods for the wonderful ladies of Final Fantasy XV.
Steam user Hal has created nude and semi-nude mods for the RPG, Final Fantasy XV. These mods can be applied to the characters Aranea, Lunafreya, Gentiana, and Cindy. The nude mods make the girls almost completely nude, with some wearing just a few minor accessories. The semi-nude mods still covers the characters, but doesn't leave much to the imagination. This gives the girls more of a slutty appearance in some rather revealing lingerie.
On the Xenforo site forums, under the thread "Final Fantasy XV - Cindy Nude Mod," a user known as bardockssj123 has provided download links to each of the characters along with instructions on how to use the mods.
how to use Mod Organizer to use those models:
1. Do Not Use These Models In Multiplayer!!! You Might Get Banned By Them!!!
1.1 Download Mod Organizer from *Steam Workshop* if you cannot find google it (FF15 Mod Organizer Steam)FINAL FANTASY XV WINDOWS EDITION MOD ORGANIZER on Steam
2. Start FFXV MO
3.Click "File" and "Open New Project"
4. Click "Create New Mod" Choose: Models -> Solo Play -> Next -> Cidney ( or Gentiana, Iris, Lunafreya) -> Next -> Choose Mod Name + Description -> Next -> Create!
5. Rightclick the mod you just named and click Properties
6. Download any Gentiana/Luna/Iris/Cidney image and save it as .png ( E.x. -> Lunafreya Nude.png ) and drag & drop the Picture into the "Preview" button Left easier to have it organized, my mods start with 01-02-03 etc)
7. Upper right corner on "Metadata" click "Model -> .... <-" and drag & drop CidneyShiva_nude_cidney + Textures into the folder that opened when you pressed " -> ... <- then choose CidneyShiva_nude_cidney and press ok on the folder to load CidneyShiva_nude_cidney into Models, then press Apply!
8. "Submit" and just press "First Submission"
In order to download the mods for each character, you must enter their password. The password for Aranea's mod is "aranea," Lunafreya's password is "lunafreya," Cindy or Cidney's password is "cidney," and Gentiana's password is "gentiana." You can check out Hal's blog to read his explanation on creating the mods for each character. It should also be noted that Hal's blog is in Japanese, so those who aren't fluent may require assistance translating it first.
For more news like this, be sure to follow us on Twitter and Tumblr. Additionally, do consider donating to our Patreon to support LewdGamer directly.


text:
Think Global, Create Local - the regional economic impact of the UK games industry
Think Global, Create Local is new analysis of the employment and economic impact of the UK games industry across the towns, cities, regions and devolved nations of the UK. It provides new benchmark figures for the number of full-time equivalent jobs (FTEs) and conrtibution to gross value added (GVA) generated by games companies throughout the country, the impacts of companies of different sizes and comparisions against other sectors.
About this report
The report builds on the findings from the BFI's 'Screen Business' report, released in October 2018, which showed that the UK games companies directly employed 16,140 FTE roles and collectively generated £2.87bn in GVA.
By applying HM Treasury 'Green Book' principles and best practice economic modelling, 'Screen Business' is the single most authoritative economic analysis of the UK games sector to date. Think Global, Create Local uses the same methodologies to further explore the same underlying data, ensuring robust results at the highest possible standards. As this means no underlying data could therefore be updated, all results in this report relate to the year 2016 and represent a snapshot in time for our sector. It should also be understood that since 2016, the UK games industry has continued to thrive, and that this report reflects that benchmark from which future growth can be reliably tracked.
Key Findings
- Eight games hubs contributed over £60m in GVA to their local economies: Edinburgh, Newcastle Upon Tyne, Leamington Spa, Crawley and Horsham, Manchester, Guildford, Slough and Heathrow, and London.
- 55% of game development roles are based outside of London and the South East.
- The North West, East of England, West Midlands, Scotland and the South East all employ over 1,000 FTEs in development studio roles.
- London's game sector is a billion pound industry, generating £1.4bn in GVA for the economy and directly employing over 5,100 FTE roles
- 23 towns and cities across the UK are home to more than 20 local game companies.
- Scotland is home to a thriving games industry, with three major hubs generating £131m in GVA for the nation.
- The North East games industry has the biggest impact on the local economy outside of London, contibuting £1.90 of every £1,000 of regional GVA.
- 99.5% of UK games companies are officially SMEs (Small to Medium Enterprises, employing less than 250 people), which collectively contribute £1.6bn in GVA.
- £339m in GVA is generated by micro-businesses of less than 10 employees, representing 13.7% of the industry total, and employing 3,664 FTEs.
- The very largest games companies, each employing over 250 people, are hugely important to the UK economy, alone contributing £840m in GVA and employing over 4,200 FTEs, or 26% of the industry workforce.


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German premium bike manufacturer BMW Motorrad R1250R and R1250RT are on sale in India. The showroom is priced at Rs 15.95 lakh for the R1250 and Rs 22.50 lakh for the R1250 RT. BMW is offering more power than its predecessors. The BMW ShiftCam technology is also available with the modern boxer engine.
The R1250R arrives in Blackstrom metallic color with the Polux Metallic Matte. The R1250 R Tiao 719 Blue Planet Metallic / Option 719 Sparkling Storm is available in metallic colors. Both bikes have a front spoiler, gold-colored brake caliper, radiator cover and stainless steel tank cover. The engine is powered up to 136 PS at 7,750 rpm and 143 Nm of torque at 6,250 rpm.
BMW also offers dual-ride mode in standard condition on both bikes. The bike also comes with Automatic Stability Control (ASC), Anti-Lock Braking System (ABS Pro) and Hill Start Control. The R1250 VI features a six-inch, color TFT screen that delivers detailed information about the bike.


text:
In this day and age, teachers are learning how to integrate STEM into every classroom and every curriculum. A number of teachers choose to implement curriculums that rely heavily on the technology piece, and specifically, computerized technology. Nearly every student in grades 1-5 has begun to learn to code on computers, whether using Scratch, Code.org, or any other coding resource out there. The curriculums are easy to use, relatively simple to implement, and go step-by-step for students.
For early childhood education teachers, there is a battle between the idea that computerized technology (such as computers, tablets, and iPads) is the way to start with STEM – and a push for boundaries on student screen time. At that early age, many believe that students would be better suited to learn about collaboration, investigation, and build their innate curiosity. This is not to say that screens can't be used to build those skills, but teaching students to look beyond the technology they're familiar with is quickly becoming an important part of a teacher's classroom routine. Here are a few ideas to get you started with some screenless STEM activities.
Ever seen The Tonight Show with Jimmy Fallon? I thought you might. He often plays a game with his guest where the guest has to open a box and describe the contents inside to Jimmy. Jimmy is not allowed to look inside the box and has to listen to the description from his guest. Then, Jimmy has to guess what is inside the box. (In the game on The Tonight Show the guests are encouraged to lie, but you should discourage that in your classroom for obvious reasons.) For your students, you can implement this activity in two possible ways:
Bring a scale (specifically, a double beam balance) to class and let students hypothesize aloud about the weight of different objects. For instance, how many LEGO blocks would it take to equal a bag of popsicle sticks? As students guess and ponder, teach them that this is what it means when scientists run an experiment. The scientists ask a question and then try to figure out the answer.
Explain to the students that today, they will be running their own experiment. Then, let them ponder their own question for the balance scale (within reason). Let the students hypothesize by writing it down formally or drawing out what they think will happen with the numbers for each set of objects around the drawing. Then, let them test their hypothesis in groups.
Why in groups? Because then each student can weigh in on if they think their group member's hypothesis is accurate! If you plan ahead with worksheets, you could even have the students write down their alternate hypothesis for what will happen. Thus, you have created an opportunity for peer review!
There are plenty of solo activities you can complete with the KIBO, but there is an entire curricula that you can also explore. Essentially, KIBO is a personalized robot that uses a scanner to read wooden blocks as code. On each wooden block are words and symbols for actions like "Begin," "Shake," "Light Red," "Repeat," and "Stop." The students should put the blocks in specific order, then lift the robot to scan each block in that order. Once all the blocks have been scanned, the green play button on the robot can be pressed to initiate the code for the robot. If all goes correctly, the robot will act out the code that the student created with the wooden blocks. It is literal block-based coding. It's a great alternative for coding on a computer or an iPad — it teaches students those same essential skills, just without a screen.


text:
Here we report on the interventions taken to treat a patient exposed to high-dose radiation and provide a protocol for treating such patients in the future. The patient, Mr. Wang, was a 58-year-old male janitor who was accidentally exposed to a 192Ir source with an activity of 966.4 GBq or 26.1 Ci. The dose estimated to the lower right limb was 4,100 Gy, whereas the whole-body effective dose was 1.51 Gy. The diagnosis was made according to the results of the patient dose estimation and clinical manifestations. Systemic treatment included stimulating bone marrow hematopoietic cells, enhancing immunity, anti-infection and vitamin supplements. The treatment of radiation-induced skin lesions consisted of several debridements, two skin-flap transplantations and application of mesenchymal stem cells (MSCs). Skin-flap transplantations and MSCs play important roles in the recovery of skin wound. A combination of antibiotics and antimycotic was useful in reducing inflammation. The application of vacuum sealing drainage was effective in removing necrotic tissue and bacteria, ameliorating ischemia and hypoxia of wound tissue, providing a fresh wound bed for wound healing and improving skin or flap graft survival rates. The victim survived the accident without amputation, and function of his highly exposed right leg was partially recovered. These results demonstrate the importance of collaboration among members of a multidisciplinary team in the treatment of this patient.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 191 • No. 6
June 2019


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Scenic, South Dakota
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When we sold Big Honey Harlan in the summer of 2016 we knew we were going to need a non-dilute stallion. We were able to find "BB" and he has brought us full circle coming back to the great stallion Tyrees Watch. Tyrees Watch was a horse that Don Stearns used for many years; that got us started on this path 25 years ago. "BB' is a kind, big hearted, stout horse with plenty of size for the North Country that can still handle himself. We bred him to a select group of mares for 2019 foals.
"BB" at 18 with his mares on pasture.


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A Cantor's Tale
Material Type:
The scholarly organ of the Orthodox cantorate in America. Features articles on halakhic problems of synagogue music and liturgy, and on traditional nusah and hazzanut.
A survey of the Ashkenazi liturgical music, its history and forms.
Services for Sabbath eve and morning, Three Festivals, New Year, and Yom Kippur, for cantor (solo). Originally published.... (please complete)
A complete collection of music for Shabbat and Festivals written for one to two voices. The score is divided by service beginning with arrangements for Shabbat Minhah and concluding with the Ne'ilah Service for Yom Kippur.


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028 9024 5640: Housing & Debt Helpline for Northern Ireland
Housing Rights will be running a 6-a-side football tournament and family fun day at the new Girdwood Community Hub in North Belfast on Saturday 30 July from 11:00-14:00.
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PISA 2009: Our 21st century learners at age 15
Publication Details
This report provides a high level picture of New Zealand's 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand's results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.
Author(s): Maree Telford with Steve May [Ministry of Education]
Date Published: December 2010
An overview of PISA
What is PISA?
The Programme for International Student Assessment (PISA) is an international standardised study that assesses and compares how well countries are preparing their 15-year-old1 students to meet real-life opportunities and challenges.
What does PISA assess?
PISA assesses three key areas of knowledge and skills – reading literacy, mathematical literacy and scientific literacy – and has a focus on one of these literacy areas each time PISA is administered. The focus of PISA 2009 is reading. In each country students complete a two hour test booklet in the language of their instruction.2 The term 'literacy' is used to emphasise that the assessment is not restricted to assessing how well students, have mastered the content of a specific school curriculum. Instead, PISA focuses on assessing students' ability to apply their knowledge and skills, and their ability to make decisions in real-life situations as they near the end of their compulsory schooling. PISA defines this approach as assessing the "things that 15-year-old students will need in the future and ... what they can do with what they have learned – reflecting the ability of students to continue learning throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions."3
What additional information is gathered?
Background information is also gained in each PISA cycle from questionnaires completed by students and school principals. In addition, in PISA 2009 parents completed a questionnaire. These questionnaires allow for the relationship between contextual information and achievement to be examined.
How often is PISA administered?
PISA is administered every three years, beginning in 2000. Reading was the main focus in the first cycle. In 2003 the focus was mathematical literacy, in 2006 the focus was scientific literacy and in 2009 it was reading literacy again. Rotating the main focus for each administration of PISA provides in-depth and detailed information on the subject of main focus along with an ongoing source of achievement data on the two minor subjects.
Who participates in PISA?
Around 470,000 15-year-old students from 654 countries or economies, including the 34 Organisation for Economic Co-operation and Development (OECD) member countries, participated in PISA 2009. In New Zealand 4,643 students from 161 schools took part. Students and schools were randomly selected. A two-tiered stratified sampling method was used to ensure the sample was representative. Schools were randomly selected based on the following characteristics: size, decile, location (urban or rural), authority (state or independent) and type (co-educational or single-sex). As a result, every 15-year-old had roughly the same chance of selection.
Why participate in PISA?
PISA assesses students who have completed around 10 years of compulsory schooling, which means the PISA results are an important source of information in New Zealand. PISA measures progress towards the Government's goals of:
- building a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century,
- reducing systemic underachievement in education, and
- driving the improvement of educational performance across New Zealand's education system to improve education outcomes for all young New Zealanders.
PISA not only allows measurement of New Zealand's progress on these goals over time, but also allows measurement of New Zealand's performance relative to other countries in equipping students with skills and reducing disparities in achievement. The PISA data contributes to the evidence to shape the direction of teaching and learning in schools, focus on quality and effective teaching making our world-class education system even better.
Who organises PISA?
PISA is an initiative of the OECD and a collaborative effort of the participating countries. Two consortia were responsible for developing and overseeing PISA 2009 at the international level. The consortium responsible for development of the cognitive assessment and the implementation of the study was led by the Australian Council for Educational Research (ACER), and included Westat (USA), The National Institute for Educational Research in Japan, cApStAn Linguistic Quality Control, (Belgium), Unité d'analyse des systèmes et des pratiques d'enseignement (aSPe, Belgium) and the Deutsches Institut fūr Internationale Pūdagogische Forschung (DIPF, Germany). CITO Institute for Educational Measurement (Netherlands) led the consortium responsible for the development of the questionaires and included the University of Twente (Netherlands), the University of Jyvāskla's Institute for Educational Research (Finland) and the Direction de l'Evaluation de la Prospective et de la Performance (DEPP, France). In New Zealand, the Comparative Education Research Unit within the Ministry of Education's Research Division is responsible for PISA.
How did the OECD ensure the PISA data were of high quality?
A number of quality assurance procedures were put in place, both nationally and internationally, to ensure the data were as high a quality as possible. These included: rigorous training of staff; high-quality documentation; monitoring of sampling procedures; quality checks and monitoring at a number of stages, including during administration of the tests; multiple coding and data entry procedures; and data cleaning and checking procedures. Further details of international procedures will be found in the PISA 2009 Technical Report (forthcoming).
- Students are aged between 15-years-3-months and 16-years-2-months. As most students are aged 15, they are referred to as '15-year-olds' for brevity.
- In New Zealand, PISA was administered only in English.
- OECD. (2009). Assessment Framework - Key Competencies in Reading, Mathematics and Science, p 9. Paris: OECD.
- The countries and economies participating in PISA 2009 are listed on the back page of this report.
Where to find out more
Contact Us
Education Data Requests
If you have any questions about education data then please contact us at:
Email: Requests EDK
Phone: +64 4 463 8065
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Some reports are for projects undertaken in Māori-medium settings, some in English-medium settings and others in both Māori-medium and English-medium.
For ease of searching for publications in Māori education the reports have been sorted into Māori-medium, English-medium and both Māori-medium and English-medium categories. Click the category you are interested in searching.
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It's important to care for your eyes. Unfortunately, most people aren't sure how to care for their eyes. Luckily this article will show you some great information on caring for your eyes to make sure they stay in the best of health.
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Market research firm Gartner predicted that 102 billion apps would be downloaded 2013 (91 percent of them free), which would generate $26 billion from the US, up 44.4 percent on 2012's US$18 billion. From Q2 2015, Apple stores and the Google Play generated $5 billion. An analyst report estimates the program market generates earnings of over $10 billion per year inside the European Union, while over 529,000 jobs have been created in 28 EU states due to the growth of the app market.
Mobile Apps HacksRead Now
Most mobile devices are sold with various programs bundled as pre-installed applications, such as a web browser, email client, calendar, mapping app, and a program for purchasing audio, other websites, or more programs. Some pre-installed apps may be removed by an ordinary uninstall procedure, thus leaving more storage space for desired ones. Where the software doesn't permit this, some devices could be frozen to get rid of the undesired apps.
Apps which aren't preinstalled are usually available through distribution platforms called app stores. They started appearing in 2008 and are generally controlled by the owner of the mobile operating system, like the Apple App Store, Google Play, Windows Phone Store, and BlackBerry App World. However, there are separate app stores, such as Cydia, GetJar and F-Droid.
Paid Android Apps For Free
Some apps are free, while others must be purchased. Usually, they're downloaded from the platform to your target device, but occasionally they may be downloaded to notebooks or desktop computers. For programs with a price, normally a percentage, 20-30% goes to the distribution provider (like iTunes), and the rest goes to the producer of this program. The same app can therefore cost a different price based on the cell platform.
Apps can also be set up manually, for example by running an Android application package on Android devices.
Mobile apps were originally offered for general productivity and information retrieval, including calendar, email, contacts, stock market and weather details. However, public demand as well as the access to developer tools drove rapid expansion into other classes, such as those managed by desktop application software bundles.
As with other applications, the explosion in number and wide range of apps produced discovery a struggle, which in turn caused the creation of a large variety of recommendation, review, and curation resources, including sites, magazines, and dedicated online app-discovery services. In 2014 government regulatory agencies started trying to control and curate programs, especially medical programs. Some companies provide programs as an alternative procedure to provide content with certain advantages over a official website.
Utilization of mobile programs has become increasingly widespread across mobile phone users. A May 2012 comScore study reported that during the previous quarter, more cellular subscribers used apps than browsed the net in their devices: 51.1percent. 49.8% respectively. Researchers found that utilization of mobile apps strongly correlates with user context and depends on user's location and time of the day. Mobile programs are playing an ever-increasing role within health care and if designed and incorporated properly can yield many advantages.
Mobile Hacks
Market research firm Gartner predicted that 102 billion programs would be downloaded in 2013 (91% of them free), which would generate $26 billion from the US, up 44.4% on 2012's US$18 billion. From Q2 2015, the Google Play and Apple stores generated $5 billion. An analyst report estimates the program economy generates earnings of more than $10 billion each year inside the European Union, while over 529,000 jobs are made in 28 EU countries due to the rise of the app market.
fifa coins
The expansion of your understanding of soccer will be accomplished with the help of this article. There is always room for improvement. So, keep reading to discover what will help you play better.
When purchasing soccer cleats, make sure that they fit well. They should support your arches and should be snug. Also ensure that there is enough space in there to allow your ankles adequate room to move around. If you pick up a pair of bad cleats, it could lead to an injury, so be careful with your selection.
Teach yourself to perform an easy Outside Elastico. It is great for when you are positioned on the flanks and need to cut inside. Practice this approach by putting a cone, shoe, or bag on the ground. Move five or so steps backward. Start dribbling back in its direction. Use a soft outside touch before touching your ball back toward the inside as you get closer to the cone. You can fool a defender with this soft outside touch. Remember that the second touch should be bigger than the first one.
Avoid collisions between another player and yourself when you can. Know where the opponent is going to be so you don't have contact. This helps you not lose possession and helps you to avoid those unwanted injuries.
Remember that soccer is a team sport. This is important to bear in mind. Team work is the most important part of playing soccer. Hot dogging will backfire on you. It's important to play for your team, not just yourself. You will do far better if you put selfish concerns aside and sacrifice for teammates as well.
Although your individual skills are important in soccer, remember that it is a team sport. Soccer is something that you need to have teamwork to do good with it, and this is the reason why you must work together to meet team's goals.
You must stay fit in order to play well. The game won't be easy if you gain too much weight. Be sure to have healthy foods in your diet.
Put some strategies in place with your fellow teammates. Learn when each of you will be crossing the ball. Consider establishing a pattern within the team of crossing the ball in a specific direction at certain times, then switching to the other side.
Pick out a good shoe to play soccer according to what the field's like. For instance, if you play on a grass soccer field, you need soccer cleats that offer plenty of traction. For outdoor soccer, you want to invest in a firm pair of cleats that will give you a good grip. Permanent cleats are available in many different patterns in order to adapt to each playing surface.
Once you've chosen your position, it'll be helpful to watch pro soccer and pay attention to the way experts play your position. If your try to copy his techniques, it could help you improve your skills. If a given player has signature techniques, try to adopt them.
If you try out as a player on a soccer team, show off what you know well instead of moves you are not comfortable with. Tryouts are no time to try a move or technique that you're not 100% confident of performing.
When you make mistakes, learn from them. You will better be able to learn from mistakes you have made by videoing the games. You can then review the game and pinpoint the areas in which you can improve. You might notice that you do not approach the ball properly or are not controlling your passes like you should.
There are numerous types of shin guards on the market. The level of protection offered by the guards depends a lot on the material. You can get anything from plastic to polyurethane. The more protection you purchase, the more you're going to pay for it. Reserve the plastic shin guards for your little ones. The older and stronger the soccer player is, the better their protection should be.
Everyone can improve their soccer game. You just need to be determined and do your research. The article above has some useful tips to get you started. Don't hesitate to continue researching in order to sharpen your skills.
Write something about yourself. No need to be fancy, just an overview.
May 2018


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Free Software Reading Group
This is the homepage for a reading group and course on free and open source software being offered by the Media, Arts and Sciences program during Fall 2008.
We will have six meetings this term. Information is subject to change but the current plan is:
October 6, 6:00 PM - E15-443A: History and primary materials October 19, 1:00 PM - E15-001/"The Cube": Background and foundational readings November 3, 6:00 PM - E15-443A: Philosophical perspectives Novermber 17, 6:00 PM - E15-443A: Anthropological perspectives (Part 1) December 1, 6:00 PM - E15-443A: Economic/econometric perspectives December 15, 6:00 PM - E15-443A: Final Session
Basic Facts
- Description
- The reading group will try to showcase a number of perspective on free and open source software. The first session will be history and primary materials to introduce people to the history and important concepts and definition of free software and open source. The second meeting will try to help ground further reading through important "outside" sources that might help illuminate the phenomena. The rest of the reading group will be focused on analysis and descriptions of free and open source software artifacts, processes, ideas, and communities that can roughly be divided into more anthropological or ethnographic analyses, more economic and econometric analyses, and more philosophical analyses.
- Who should participate?
- Participation is open to anyone affiliated with MIT. The reading group will be ideal for people who have heard about, used or developed free and open source software and are interested in learning about how it works. For Media Lab students, it will be ideal for people who are applying an "open source model" in one of their own projects.
- Time Comittment
- The readings aim to be approximately one book or equivalent in articles per session or roughly one book every other week. The sessions will meet for between 1.5 and 2 hours. Those taking the course for credit should also expect to produce 500-1000 word response papers for each session.
- Instructor
- Chris Csíkszentmihályi (Professor, MAS)
- Coordinator
- Benjamin Mako Hill (PhD Candidate, Sloan; Fellow, C4FCM; Director, FSF)
- Meeting Time
- We meet every other Monday at 18:00.
- Course Credit
- The reading group can be taken for 6-units of course credit. Students participating in the reading group for credit will be expected to produce a 500-1000 word response papers to the readings. These responses will be hosted on this wiki as a way of helping build up knowledge about the topics and issues covered. There will be no final project. Students should contact Chris to add the class before the MIT add deadline on October 3rd.
If you questions, concerns, or issues, please contact Benjamin Mako Hill at email@example.com.
Proposed Sessions
These sessions and the readings are subject in to change. In many cases, we'll be reading only a subsection each week.
Session 1: History and primary materials
- Introductory Notes
- The first three are probably the most important primary documents in the history of free and open source software. Everyone should read these -- or read them again! Steven Levy's book is a journalist take and is short and readable. If you are interested in more context (reading just the epilogue can be weird) you can read the first and second chapters on the web. The final book is a document for free software developers that tries to distill advice on project management and "how things get done." This is mostly for people who have already read the first three. If you are reading the first three, don't feel bad about skipping this.
Stallman, R. 2002. "The Free Software Definition." Free Software, Free Society: Selected Essays of Richard M. Stallman", Boston: GNU. Available online.
Stallman, Richard M. 2002. "The GNU Manifesto." P. 224 in Free Software, Free Society: Selected Essays of Richard M. Stallman, edited by Joshua Gay. Free Software Foundation. Available online.
Raymond, Eric S. 1999. The Cathedral and the Bazaar: Musings on Linux and Open Source by an Accidental Revolutionary. edited by Tim O'Reilly. Sebastopol, CA: O'Reilly and Associates. Available online.
Levy, Steven. 2001. Hackers: Heroes of the Computer Revolution. Updated. Penguin (Non-Classics). (Just the Epilog -- See email for copy.)
Fogel, Karl. 2005. Producing Open Source Software: How to Run a Successful Free Software Project. O'Reilly Media, Inc. Available online (Note: This text is optional but please skim the book if possible -- especially if you're familiar with the other texts.)
Session 2: Background and foundational readings
Hesse, Carla. 2002. "The rise of intellectual property, 700 B.C.-A.D. 2000: An idea in the balance." Daedalus 131:26. [1]
Mauss, Marcel. 2002. The Gift: The Form and Reason for Exchange in Archaic Societies. London: Routledge Classics. [2]
Shirky, Clay. 2008. Here Comes Everybody: The Power of Organizing Without Organizations. Penguin Press HC, The. (Chapter: "Failure For Free") [3]
Winner, Langdon. 1988. "Do Artifacts have Politics." The Whale and the Reactor: A Search for Limits in an Age of High Technology. University Of Chicago Press. [4]
Session 3: Philosophical perspectives
- Notes on the Readings
- For Chopra and Dexter, please read the introduction and chapters 3 and 5; If you have time, please also take a look at chapter 1 but feel free to skip the history in the first half. Chapter 5 builds on Donna Haraway's concept of the "cyborg." If you are completely confused, try reading Haraway's Cyborg Manifesto. If you are then even more confused, come to reading group and we'll talk about it. The Meretz, Merten, and Seaman are from a group called Project Oekonux.
Chopra, Samir, and Scott Dexter. 2007. Decoding Liberation: The Promise of Free and Open Source Software. 1st ed. Routledge. [5]
Feller, Joseph et al. 2005. Perspectives on Free and Open Source Software. ("Open Code and Open Societies" by Lawrence Lessig) [6]
Meretz, Stefan. 2007. "GNU/Linux is not a thing of value -- and that is fine!." Open Theory. http://www.opentheory.org/linux-worthless/text.phtml (Accessed September 8, 2008).
Merten, Stefan. 2000. "GNU/Linux - Milestone on the Way to the GPL Society." in Processings of LinuxTag 2000. Karlsruhe, Germany http://www.oekonux.org/texts/meilenstein/english.html (Accessed September 8, 2008).
Merten, Stefan. 2001. "Free Software & GPL Society." http://subsol.c3.hu/subsol_2/contributors0/mertentext.html (Accessed September 8, 2008).
Seaman, Graham. 2002. "The Two Economies: Why the washing machine question is the wrong question." http://www.oekonux.org/list-en/archive/msg02563.html (Accessed September 7, 2008).
Session 4: Anthropological perspectives (Part 1)
Kelty, Christopher. 2008. Two Bits: The Cultural Significance of Free Software. Durham: Duke University Press. (Available for download in a variety of formats here and viewable online here).
Notes and Suggestions on Reading
For the reading group, read and be ready to discuss the Introduction, Chapter 1, and Chapters 3 through 7 (i.e., all of Part II). The rest of the book including Chapter 2 and Part III on "modulations" can be considered optional but is recommended. This is a lot of reading so don't try to start the morning of.
Rather than reading straight through I'd suggest the following way to proceed (based on suggestions from Biella Coleman who has taught this book in her classes):
- Start with the Introduction.
- Skip to Part II and proceed through it from Chapters 3 through 7.
- Come back to Part I and read Chapter 1 on "recursive publics" (probably the most important chapter).
If you have time to continue and finish the book:
- Read Chapter 2
- Read the "modulations" in Part III (Chapters 8 and 9).
- Read the Conclusion
Session 5: Economic/econometric perspectives
Benkler, Yochai. 2002. "Coase's Penguin, or, Linux and The Nature of the Firm." Yale Law Journal 112:369. [7]
Ghosh, Rishab Aiyer. 1998. "Cooking Pot Markets: An Economic Model for the Trade in Free Goods and Services on the Internet." First Monday 3. [8]
Lakhani, Karim, and B. Wolf. 2005. "Why Hackers Do What They Do: Understanding Motivation and Effort in Free/Open Source Software Projects." Pp. 3-22 in Perspectives on Free and Open Source Software, edited by Joseph Feller, Brian Fitzgerald, Scott A. Hissam, and Karim R. Lakhani. MIT Press. [9]
Lakhani, Karim R., and Eric von Hippel. 2003. "How open source software works: "Free" user-to-user assistance." Research Policy 32:923-943. [10]
Lerner, Josh, and Jean Tirole. 2002. "Some Simple Economics of Open Source." Journal of Industrial Economics 50:197-234. [11]
Riehle, Dirk. 2007. "The Economic Motivation of Open Source Software: Stakeholder Perspectives." Computer 25-32. [12]
Session 6: Final Session
Coleman, Gabriella. 2004. "The Political Agnosticism of Free and Open Source Software and the Inadvertent Politics of Contrast." Anthropological Quarterly 77:507-519. [13]
Healy, Kieran, and Alan Schussman. 2003. "The Ecology of Open-Source Software Development." [14]
MacCormack, Alan D., John Rusnak, and Carliss Y. Baldwin. 2008. Exploring the Duality between Product and Organizational Architectures: A Test of the Mirroring Hypothesis. Harvard Business School http://ideas.repec.org/p/hbs/wpaper/08-039.html (Accessed October 16, 2008). [15]
Also, please read these short reflections from this special issue of First Monday on the state of FOSS and of FOSS research over the last few years written by some prominent researchers (and me). It's written in 2005 but I think most of criticism and suggestions mostly apply:
- The elephant and the blind men - Deciphering the Free/Libre/Open Source puzzle by Sandeep Krishnamurthy
- Future research on FLOSS development by Kevin Crowston
- Open Source software engineering: The state of research by Stefan Koch and Jesus M. Gonzalez-Barahona (Seems Broken)
- The future of sociology of FLOSS by Yuwei Lin
- Reflections on free software past and future by Benjamin Mako Hill
- There's no such thing as free software (And it's a good thing, too) by David McGowen (Seems Broken)


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Dear Miss Pearl,
We went out to eat and were seated next to a family with two young children who were quite loud. Within five minutes one of the kids was running around the table bumping into our chairs and the other one was screaming. The parents never once corrected the children and they even gave us the evil eye when we requested to be moved. Was this rude of us?
Was it rude for you to ask to be moved? Absolutely not. Was it rude of the parents to allow their children's bad behavior to not only continue but to also escalate? Absolutely! When a child's behavior disturbs other customers and keeps them from enjoying their meal then it is time to remove the child from the restaurant.
This is when I recommend a trip to the bathroom or outside to have a "come to Jesus" moment. Little and Baby had to have several of these moments and they have graduated, have good jobs, and don't live at home. Big and I also had to eat in shifts a few times – one parent stays and eats while the other takes a turn outside with the offender.
Everyone with children should have the opportunity to take their family out to eat-not, however, at the expense of everyone else in the restaurant.
Dear Miss Pearl,
I drove 60 miles to go to an estate sale and left early enough so that I might be one of the first in line to get an entry number. I was thrilled to be the 5th person in line. When the numbers were being handed out, the man in front of me asked for three additional numbers for his friends who weren't going to be there until the sale actually started. I ended up being #9. Is this fair?
First of all I hope you got what you drove all that way for. Secondly, it is up to whoever is conducting the sale to determine the rules of giving out numbers. That being said, most people frown upon asking for "ghost" numbers and I have seen this request denied many times.
Sometimes there are exceptions and maybe this man was a friend of the family or a good customer of whoever was doing the sale. I look at this as being equivalent to breaking in line-it doesn't bother some people and can throw others into a full blown hissy fit. A good estate sale can bring out the best and the worst in people-especially if the vintage Tupperware has the matching lid!
And Another Thing…
Some people think that being a big celebrity comes easy but I can assure you a lot of thought and preparation goes in to my columns and speaking engagements. Yes, I have a speaking fee but I reserve the right to negotiate or wave the fee depending on the group.
I was thrilled to be asked to speak to the Golden Kiwanis group and OF COURSE I waved my fee since they do so much for our community. They always put a picture of their speakers in the paper and I knew I would get some good publicity out of it.
We had such a grand time at the meeting; lots of laughing, hootin, and hollerin' and I only saw one person asleep. Everyone, including my father-in-law, wanted to speak to me afterwards, get my autograph, and have their picture taken with me.
This standing room only event occurred in July and they have yet to submit my appearance to the paper. There is no reason for my Golden K friends to be embarrassed to have had Miss Pearl speak to their fine group-even old men need to be reminded to use their manners.
And to think I didn't even get a bag of last year's pecans!
"Miss Pearl," aka Colleen Sprayberry, is one of Newnan's leading authorities on modern etiquette. She gladly lends her advice to everyone whether they want it or not, because, "After all, it's all about the children and setting a good example for them." Her videos are available on her Facebook page and YouTube channel. She can be reached at email@example.com .


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Monday, lesson 16: Spring Forest Flowers
It's Earth Week! Joel the Zoo Curator provides an educational presentation on Spring ephemerals, the lovely little flowers that can be found on the forest floor this time of year. Learn how to identify our common forest floor flowers then get out in to the forest to discover these beauties for yourself!
Tuesday, lesson 17: Upcycling with Niabi Zoo
Joel the Zoo Curator shows how to upcycle and old t-shirt to make a reusable bag that is also washable.
These help reduce our dependence on single use plastics which are harmful to the Earth. Upcycling items you already have, is a fun way to bring new life to an old item.
Wednesday, lesson 18: Earth Day
Thursday, lesson 19: Animal Tales – The Mad Pallas Cat
For Earth Week, Jessi the Zoo Keeper reads The Mad Pallas Cat by Cali DiScope with Haruto the Pallas Cat looking on. See how the Pallas Cat uses its secretive ways to surprise some children.
Learn how human activities have caused damage to the environment where Pallas Cats live.
Friday, lesson 20: Connecting with Nature - Trees
Previous lessons from the Niabi Zoo
Lesson 15: Painting Enrichment Project with a Snow Leopard
As people are social distancing at home, many are taking up hobbies such as painting. See Kira the Snow Leopard participate in a positively reinforced training session as she uses her paws to paint.
Narrated by Assistant Zoo Director, Tammy, the enrichment session conducted by Bri the Zoo Keeper shows the process of giving behavioral opportunities to enrich the daily lives of the animals at the Zoo.
Lesson 14: Learning about the sloth
The story book, Slowly, slowly, slowly" said the sloth written by Eric Carle, is read by Andrea the Zoo Keeper, who is joined by Sal the Sloth as he listens to the story. Animals don't seem to understand why the sloth is so slow and doesn't seem to move or say much. As the sloth shows, it is important to take time to consider and be thoughtful about what to say before just saying the first thing that comes to mind. We can learn much from slowing down like the sloth.
Lesson 13: Connecting with nature through waterways
Joel the Zoo Curator shares the importance of getting outside and connecting with Nature. Clean streams, rivers, and oceans are vital to animals and our own survival, yet people regularly pollute them with chemicals and trash. Take a moment to reflect on our impact on these wonderful waterways and learn how you can help.
Lesson 12: All about the snow leopard
Interact with Jessi the Zoo Keeper as she shares some amazing animal adaptations that can be found on Snow Leopards to help them survive in the wild. See the colors of a Snow Leopard and find out how they help the cat. Try to jump as far as a snow leopard and find out why its tail is so long and paws are so. thick. See Nico the Snow Leopard move about his habitat showing his adaptations.
Lesson 11: Animal Tales: Miss Spider's Tea Party
The story book, Miss Spider's Tea Party written by David Kirk, is read by Joel the Zoo Curator. Count the ways Miss Spider tries to become friends with insects. Most are afraid of Miss Spider until they come to appreciate how helpful she can be. Meet Arana the Red Knee Tarantula and learn how spiders can help us.
Lesson 10: Being flexible with the Domestic Ferret
Ferrets are very flexible. Joel the Zoo Curator as well as Jess and Laura the Zoo Keepers present Penny the Domestic Ferret to demonstrate just how flexible she can be. We can all be more flexible in our lives in order to protect animals and their habitats.
Lesson Nine: Animal Tales- Giraffes Can't Dance
The story book, Giraffes Can't Dance written by Giles Andreae, is read by Kristina the Zoo Keeper to the Giraffes at the Zoo. Sometimes we can feel like we don't know the steps in a dance the everyone seems to know.
As Gerald the giraffe learns, each of us have our own talents and can sway to the rhythm of our own dance.
Lesson Eight: Turtle vs. tortoise with the Russian Tortoise
When is a turtle not exactly a turtle? Is there a difference between those on land or in the water? Can a turtle climb out of its shell? Joel the Zoo Curator will answer these questions and more as we explore the differences between turtles and tortoises. See a variety of turtle artifacts and meet Natasha the Russian Tortoise.
Lesson Seven: Connecting with Nature: Prairies
Lesson Six: Animal Tales: The Problem with Prickles
The story book, The Problem with Prickles, written by Barbara Davoll is read by Bianna the zookeeper.
She's reading to the African Crested Porcupines at the zoo.
Listen in and learn why it's challenging to be friends with a porcupine and how everyone has qualities that make them valuable, even if they seem a little prickly at first.
Lesson Five: Warning colors of the Blue-tongued skink
Joel the Zoo Curator shows how warning colors used by animals are a way for them to communicate "Stay Away!" Some animals with warning colors may be distasteful or poisonous while others may benefit from having these colors when they are not dangerous at all. Meet the Blue-tongued skink and learn how sticking its tongue out helps protect it.
Join us weekdays at 3 p.m. for more Virtual Zoo2U. Follow @Niabi Zoo for more animal content and visit www.NiabiZoo.com
Lesson four: Connecting with nature in the forset
Since you can't come to the Zoo, we are bringing the Zoo2U! WQAD has partnered with @Niabi Zoo to bring you Virtual Zoo2U each weekday through April 17.
Joel the Zoo Curator shares the importance of getting outside and connecting with Nature. Explore the forest on trails while still maintaining social distancing. Whether you go to a park, forest preserve or even your own back yard, spending time in Nature can help us reduce stress.
Join us weekdays at 3 p.m. for more Virtual Zoo2U. Follow @Niabi Zoo for more animal content and visit
Lesson Three: Feeding Browse to Colobus Monkeys
Lesson Two: Painting session with a Black African Leopard
Lesson One:
Animal Tales: Gorilla Chinchilla
The story book, Gorilla Chinchilla written by Bert Kitchen, is read by Joel the Zoo Curator. Hear about a variety of rhyming pairs of animals that you might encounter at a zoo. Meet a chinchilla up close and learn about some of its amazing adaptations!


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If they are of our same gender and age, then the stranger dream is a reflection of ourselves. Not as we are, but as we wish we could be. If the stranger is our same age and gender but they are violent that indicates obstacles and fights. If they are of the opposite gender and we are attracted to them that reflects unsatisfied sexual desires. If we don't feel attraction it indicates that we will meet a person who will give us help and friendship. When the stranger is of an older age, whichever gender, it symbolizes help, along with protection and success in our companies.
Strangers dream meaning
Read more about dreaming of Strangers in other dream meanings interpretations.


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The Northern Coalition was the government founded on Sky's Edge by the crew and passengers of the Brazilia and the Baghdad. For two-and-a-half centuries after the arrival of the Flotilla, it was at war with the government founded by the Santiago, the Southland Militia.
Community content is available under CC-BY-SA unless otherwise noted.


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