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Medical coding for outpatient facilities is an important skillset to help outpatient hospitals/facilities receive appropriate reimbursement and maintain compliance with coding guidelines and government/payer regulations.
The material is presented in a step-by-step manner, and you will learn by completing readings and completing interactive lectures. The program also includes quizzes and exams, so you can test your skills at regular intervals throughout the material.
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Lindsay-Anne McDonald Jenkins, CPC, COC, CPC-I, CMPA, CANPC, CIRCC, RN, CRNA (retired), has more than 30 years of experience in health care working as a Certified Registered Nurse Anesthetist (CRNA). Her CRNA work involved open heart, neurological, and thoracic anesthesia. After retirement from anesthesia, Ms. Jenkins worked as a coder and consultant for a physician billing company. While developing a passion for coding, she became a coding instructor and has taught many classes for CPC® certification. Ms. Jenkins has reviewed coding and text for AAPC, edited numerous books on physician coding, and has spoken to coding groups and physicians.
Krishna Kant, COC, is a Coding Coach in the Education Department at AAPC. He joined AAPC in 2014 and has been coaching students enrolled in AAPC's on-line Distance Learning classes including Medical Terminology, COC & CPC certification courses. He is a proud military veteran having served for 15 years in the Navy. He has worked for 14 years in the US Healthcare Industry and spent 10 years of his healthcare career in medical transcription.
Nitesh Kareer, COC, has more than 12 years of experience in Medical Transcription Industry working as a Medical Transcriptionist, Trainer, Quality Analyst, and Quality Manager. He was also involved in Vendor Management and Training for assurance of quality services to the client. He started working as a medical coder in 2012. Nitesh joined AAPC in 2014 and since been working as a coding coach involved in answering student's queries and grading their course assignments.
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Continuing Education for Marriage and Family Therapists in Nebraska
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This intermediate-level course provides clinicians with the most essential information about the manual in a single, easy-to-use source. The course describes the history of the DSM and the development process used in creating the diagnostic system's new structure. Newly added and classified disorders, removed or reclassified disorders, and any modified diagnostic criteria for those disorders retained in DSM-5 are detailed. The course addresses the controversies and criticisms that arose with the publication of DSM-5. Clinical vignettes highlight diagnosis criteria and quick reference lists and charts included in the course are an indispensable resource for those clinicians ready to use DSM-5.
This intermediate-level course presents an interesting history of the diagnosis, provides current information on assessment approaches, and details effective treatment methods. The role of risk and resiliency factors, as well trauma-informed care are discussed. The course includes a discussion on special considerations for different populations, case examples, and an extensive resource list.
Infertility is a medical problem with social, emotional, financial, religious, and other personal challenges that affect individuals, couples, and family systems. To combat a Woman's inability to get pregnant, many people turn to counseling and the medical field for assistance and reproductive advice. This intermediate-level course provides an overview of infertility, the nature and scope of physical causes of infertility, as well as the emotional, social, financial, religious/spiritual, and career challenges faced by individuals and couples experiencing infertility. Treatment modalities are described, concerns for specific populations who experience infertility are discussed throughout using case studies and vignettes.
This intermediate-level course is an overview of the complex crime of human trafficking, with a focus on sex and labor trafficking and the common symptoms and conditions that occur in trafficked persons. The course provides insights into the facts surrounding human trafficking and relevant risks for the trafficked person. Marriage and family therapists and counselors who complete this course will be able to recognize the signs and symptoms of trafficked persons and identify the needed interventions. Additionally, the course details the essential role of trauma-informed care in recognizing and intervening with human trafficking. Case scenarios throughout the course illuminate common presentations of trafficked persons and actions that service providers can take to help these individuals. This course lists national resources that provide vital services to trafficked persons and it makes recommendations for client and service provider safety when addressing these potentially volatile scenarios.
Going through trauma is not rare; about 60% of men and 50% of women experience trauma in their lives (National Center for PTSD, 2016). Trauma is complex and insidious; it can alter developmental trajectories and result in immense physical and psychological suffering. This intermediate-level course summarizes the theories on understanding trauma from psychological, developmental, and neurobiological perspectives; discusses various forms of trauma treatment; introduces the reader to integrative approaches to healing that reflect a holistic perspective; and explains practitioner self-care and the prevention of secondary or vicarious traumatization. Case vignettes throughout highlight key learning concepts.
This intermediate-level course presents an overview of intimate partner violence (IPV). Types of IPV, risk factors, and health consequences for victims are described, as well as IPV's effects at various life stages from children to older adults. Screening and assessment strategies are reviewed. Transcultural considerations are addressed, along with working with perpetrators and special populations, such as immigrants, pregnant women, and the LGBTQI community. On a very practical level, the course discusses legal issues, reporting requirements, and necessary documentation when working with victims of IPV. Case vignettes and safety planning worksheets are provided to illustrate key concepts.
The vast majority of behavioral health professionals receive no instruction in client safety, and this knowledge gap compromises the ability of mental health professionals to protect their clients from harm and from being active participants in creating cultures of safety in behavioral health settings. Many behavioral health professionals may not even be aware of The Joint Commission's reporting program for sentinel events (unanticipated events that result in death or serious physical or psychological injury unrelated to the person's illness). This basic-level course focuses on client safety problems and solutions in behavioral health settings.
Depressive disorders affect many people across a wide range of age, cultural, ethnic, racial, and socioeconomic groups, and clinicians need to be aware of the prevalence, different manifestations, symptoms, and effect on functioning among various populations. The purpose of this basic-level course is to educate social workers, counselors, marriage and family therapists, and psychologists about major depressive disorder and its distinctions so that the treatment team can provide the client with relief from symptoms and an improved sense of well-being. Causal and influential factors are discussed, such as biological factors, psychological factors, social factors, and cultural considerations.
Obsessive compulsive disorder (OCD) is the fourth most common psychiatric disorder, so clinicians are likely to encounter it in clients seeking mental health treatment. Treatments for OCD take hard work, courage, and trust. Clients can learn strategies for managing their intrusive thoughts and compulsive behaviors, and minimize the effect of symptoms on their relationships with others and in their daily lives. This intermediate-level course provides information about differential diagnosis and reviews appropriate tools clinicians can use to identify and treat clients with this complicated disorder and help them achieve a stable recovery.
Child abuse and neglect continue to be significant problems in the United States. This basic-level course details how clinicians can identify and intervene in cases of suspected pediatric abusive head trauma (PAHT), commonly referred to as shaken baby syndrome. The course discusses the common reasons for PAHT, including community and societal factors, and describes triggers that can prompt caregivers to abuse children. Participants will learn about the evaluation of a child suspected of having PAHT, which entails obtaining a history, looking for common identifying injuries, conducting a physical assessment, and ordering diagnostic testing.
With increasing frequency, military personnel and veterans experience mental health problems upon return from deployment. This intermediate-level course sensitizes mental health providers to military cultural norms. The course describes postdeployment transition, reintegration, and adjustment, and identifies common mistakes that clinicians make in treating this population. Military families are discussed, including marital satisfaction and the effects of military life on the spouse and children. Assessment and treatment methods for PTSD, depression, suicide risk, substance use disorders, and traumatic brain injury are all described. The various treatment methods are explained in detail, and include case vignettes to illustrate client and therapist interactions.
This intermediate-level course provides a broad and comprehensive discussion of issues related to behavioral and mental health in schools and presents strategies for prevention, intervention, assessment, and referrals. Emphasizing practical application, assessment, and treatment interventions, this course summarizes multi-tiered systems of support (MTSS) and common mental health concerns in school settings, including behavioral, anxiety and depressive-related disorders, substance abuse, child abuse, trauma, and crisis intervention. These topics are explored in relation to multicultural, social justice, and developmental considerations. Family involvement and collaboration with outside service providers and systems is also addressed.
This intermediate-level course will help novice and seasoned practitioners approach documentation in a way that is guided not solely by what is mandated, but by what is mutually beneficial to the practitioner, the agency, the funding source, and most of all, the clients.
The purpose of this course is to provide the reader with an overview of schizophrenia, including its etiology, signs and symptoms, and treatment. Designed for social workers, mental health counselors, marriage and family therapists, and psychologists, this intermediate-level course will provide clinicians with current information under DSM-5 about schizophrenia and will suggest therapeutic interventions to assist them when working with clients who have schizophrenia.
This intermediate-level course provides clinicians with the most up-to-date information on self-injury so they are better able to assess for the presence of the behavior and provide the best possible treatment. The course describes the various presentations of self-injury, presents a history of the diagnosis, and details developmental considerations, risk factors, and possible biopsychosocial functions of self-injury. Attention is paid to assessing, diagnosing, and treating self-injury in a variety of settings, including mental health and school settings.
Clinicians must be prepared to approach discussions of sexual health in a professional, open, knowledgeable, and appropriate manner that allows clients to discuss their concerns without fear of shame or disapproval. However, research indicates that the majority of mental health providers do not receive any training in sexual health assessment or treatment. This intermediate-level course describes ways of talking with clients about sexual topics and offers frameworks for sexual health assessment and models for intervention. The course discusses professional conduct and the importance of taking a proactive approach to a client's sexual health. Theoretical perspectives are described, including the bio-psycho-social-cultural perspective, the sexual health model framework, and the ecological systems model of sexual health.
The course describes the signs and symptoms, risk factors, and treatment for specific STIs, with additional information on working with adolescents and older adults - two groups where STIs are proliferating. Case vignettes illustrate how human service and mental healthcare professionals can aid in STI education and prevention. The course describes the counseling, diagnosis adjustment, and partner notification processes and illuminates issues related to STIs among sex trafficking victims and transgender persons. The course also details the legal and ethical responsibilities of the helping professional.
Alcohol and drug abuse is a major public health concern, affecting every segment of society. Despite recent advancements in understanding addictions, substance abuse remains a significant problem for individuals, families, and communities in the United States and worldwide. This intermediate-level course is intended for marriage and family therapists and mental health counselors and aims to bring clinicians in varied settings up to date with current trends in use and abuse, and current treatment recommendations.
Alcohol and drug abuse is a major public health concern, affecting every segment of society. It needs to be considered within the context of problematic use of a variety of chemical substances. This intermediate-level course discusses the scope of substance-related problems in the US and the unique needs of various populations affected by substance use disorders including the effects of gender, sexual orientation and gender identity, age, co-occurring disorders, disabilities, and chronic pain conditions. The course also discusses substance use among military veterans, and incarcerated and homeless populations.
Suicide is the tenth leading cause of death in the United States across all ages and is disproportionately higher in some populations. The purpose of this course is to assist clinicians to understand factors that contribute to suicidal behavior, conduct comprehensive suicide risk assessments, and engage patients in brief, empirically supported interventions to reduce risk for death. This intermediate-level course is designed for mental health counselors, marriage and family therapists, and psychologists. This course meets an increasing demand of many mental health professionals seeking information about working with suicidal clients and conducting empirically supported suicide risk assessments.
Telemental health (TMH) is a broad term that refers to the provision of behavioral and mental health services using telecommunications or videoconferencing technology. Because technological advances in TMH are developing so rapidly, many practitioners may not have learned about how these advances can be integrated into clinical practice. Research has shown no evidence that TMH delivery of evidence-based mental health treatment is less effective than in-person delivery, even in the treatment of complex disorders like PTSD. This intermediate-level course provides a framework for understanding issues relating to TMH and offers introductory information for developing TMH clinical practices. Case vignettes are included.
The Child Mind Institute (2015) reports that nearly 50% of children in the United States meet criteria for a mental health disorder, yet only 7.4% will receive mental health treatment - which could be due, in part, to a lack of training, knowledge, and experience in therapists on how to work with young children. Nonetheless, children suffering the effects of trauma, anxiety, and depression show up regularly in clinical spaces throughout this country. This basic-level course describes the therapeutic and developmental value of play and the two predominant models of treatment: child-centered play therapy and cognitive behavioral play therapy.
This intermediate-level course discusses the detrimental effects of IPV on child witnesses, the complex issues and negative sequelae that accompany exposure to IPV, and their impact on the mental health needs of children. Participants will learn about identifying exposure to IPV and reporting cases to child protective services. Case scenarios throughout the course illuminate how clients may present and appropriate responses from helping professionals. Clinicians will also learn about countertransferential reactions, vicarious traumatization, and clinician self-care. The course is designed for marriage and family therapists, and counselors working with children and families in various settings.
Given the complexities of the human condition, it is not surprising that situations arise in providing mental health services that require the professional to make decisions based on competing ideals and principles. When a decision involves compromising one or more ethical standards, practitioners are faced with an ethical dilemma. This basic-level course describes the ethical provision of mental health services across a variety of practice settings such as outpatient community mental health clinics, private practice settings, and inpatient psychiatric care. The course describes common ethical concerns and uses the most recent NASW, APA, NBCC, and ACA ethics codes for guidance.
In coming years, healthcare professionals will face this aging population, along with the accompanying health and economic challenges. The purpose of this course is to highlight ethical issues that may confront healthcare and behavioral health professionals working with older adults and their families as these individuals near the end of life. The course will provide background on ethical frameworks and principles used in healthcare settings for guidance in resolving ethical problems. This course will also identify major ethical issues concerning older adults and healthcare decisions and provide a model for addressing ethical dilemmas in healthcare settings.
Despite advancements in understanding addictions, substance abuse remains a significant problem for individuals, families, and communities in the United States. This intermediate-level course aims to bring clinicians in varied settings up to date with current trends in use and abuse, and current treatment recommendations. The course provides information on the scope of substance-related problems; categories of commonly abused substances and their neurochemical effects on the brain and an individual's biopsychosocial functioning; and the major theories of addictions.
This course presents clinicians with an integrated view of the biological and psychological contributors to and consequences of chronic illness using a biopsychosocial model. Designed for social workers, mental health counselors, marriage and family therapists, and psychologists, the course examines the prevalence and symptoms of depression as well as selected chronic medical conditions with which depression is often associated. Structured means of assessing depression are also presented. Contributing risk and protective factors to depression and potential treatments are also explored.
The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) has finally provided much needed clarity on attention-deficit/hyperactivity disorder (ADHD). It is more important than ever that social workers and mental health professionals be prepared to treat ADHD throughout the lifespan. This intermediate-level course has been developed to educate social workers, counselors, psychologists, and marriage and family therapists, and to bring a deeper understanding to the research, diagnosis, and treatment of ADHD in individuals of all ages.
This basic-level course offers an updated evidence base related to key factors in parental separation and divorce that are associated with positive outcomes for children and families. With an emphasis on the child's best interest, the course walks practitioners through parenting children during and after parents separate based on the child's biopsychosocial and developmental needs. A range of interventions for use with divorcing families and highly-conflicted parents are examined, including family mediation, divorce education, family therapy, bird's nest arrangements, parallel parenting, and co-parenting agreements. Case examples illustrate the key learning points throughout the course.
The purpose of this basic-level course is to provide human services and mental and behavioral health professionals with definitional information, historical and sociopolitical frameworks impacting the lives of LGB youth, as well as the influences of community and family contexts.
This basic-level course is designed for healthcare professionals in various clinical practice settings including marriage and family therapists, and counselors who may come into contact with individuals exhibiting BED. This course provides information to help clinicians better identify and treat individuals with the disorder. This course provides the most current information about BED, including material on the differential diagnosis of BED from related disorders, potential causes of BED, associated features of BED, negative health implications of BED, and pharmacological and psychological options for treating BED in various settings.
Written for mental health professionals, including social workers, counselors, marriage and family therapists, and psychologists, this basic-level course presents essential information about bipolar and related disorders, including diagnostic information from the Diagnostic and Statistical Manual, 5th Edition (DSM-5). Because of its health-related consequences, bipolar disorder is among the top 10 causes of disability worldwide. Using a holistic, multimodal approach, clinicians can help the client stabilize his or her mood and return to a normal level of functioning.
The past two decades have seen a marked increase of interest in body image. This intermediate-level course provides an overview of the complexities of body image and body dissatisfaction for a broad range of populations. This course reviews theoretical foundations of how cultural beauty ideals are transmitted. Through case examples and a review of research, it addresses the internalization of beauty messages in the media, the difference between body dissatisfaction and eating disorders, the relationship between a negative body image and mental health, and the potential progression from negative body image into a clinical eating disorder.
Bullying presents a danger to the bully, the victim, and bystanders. The impact of bullying on victims includes significantly increased risks of suicide, homicidal ideation, self-injury, depression, and other risks. Bystanders experience negative effects from witnessing bullying, and bullies are also impacted psychologically by their own aggression. This basic-level course provides an overview of current bullying research, including its prevalence and impact in schools and work places and its effects on victims, bystanders, and bullies. The course defines the types of bullying a victim may experience including direct and indirect bullying in the forms of verbal and physical aggression, cyberbullying, sexual bullying, and relational aggression.
This intermediate-level course is designed for Florida mental health professionals and discusses the detrimental effects of IPV on child witnesses, the complex issues and negative sequelae that accompany exposure to IPV, and their impact on the mental health needs of children. The course discusses internalizing and externalizing behaviors of children exposed to IPV, and trauma symptoms are explored in terms of attachment, biological processes, cognition, affect regulation, dissociation, behavioral control, and self-concept. Clinicians will also learn about countertransferential reactions, vicarious traumatization, and clinician self-care. The course is designed for Florida counselors, and marriage and family therapists working with children and families in various settings.
This intermediate-level course provides a foundation for understanding the types of trauma children experience, including both acute and chronic traumatic events, and how trauma affects the child's affective, physiological, attentional, behavioral, and relational development and abilities. Participants will learn about the factors affecting a child's response to trauma, including intrapersonal factors, family and systemic factors, cumulative traumatic exposure, and cultural considerations. The course discusses posttraumatic play and reenactment and explores how children manifest their distress posttrauma. Several kinds of trauma are discussed and case vignettes are presented to illustrate the ways traumatic experiences may manifest in children.
It is more important than ever that mental health professionals are prepared to treat ADHD throughout the lifespan. This intermediate-level course provides current information to help social workers and mental health professionals recognize, accurately diagnose, and support children, adolescents, and college students with ADHD. Because timely and accurate diagnosis and intervention are critical for maintaining an individual's functioning, it is essential that clinicians stay up to date on the recent advances in assessment and intervention.
Clinical neuropsychology is a field that combines skills and perspectives from neurobiology, clinical psychology, neuropsychiatry, and behavioral neurology. This informative and practical course discusses what happens during a typical neuropsychological evaluation, how and when to make a referral to a neuropsychologist, and how to read a neuropsychological report. The functional organization of the brain is clearly described with accompanying illustrations that are useful for clients and practitioners. Brain circuitry is described, including the language circuit and brain damage. Participants will learn about the components of a neuropsychological evaluation, such as reviewing patient records; conducting a clinical interview; selecting, administering, scoring, and interpreting tests; making behavioral observations; writing reports; providing feedback; and educating clients, families, and other team members.
This basic-level course explores the ethical dilemmas arising from healthcare decisions involving children and adolescents. It examines the potentially conflicting interests and wishes of children and their parents and families. An ethical decision making model offers the clinician guidance in framing difficult questions and balancing rights and responsibilities. Confidentiality, sexuality, violence and medications are addressed. This thought-provoking course provides guidance and resources for clinicians in a broad range of settings.
It is essential that clinicians are prepared to discuss psychotropic medications with their clients. Many clinicians have not received appropriate training in this area and problems may arise when a clinician fails to refer a client for a medication evaluation or to address concerns clients may have such as worries about side effects. Clinicians with knowledge of psychotropic medications are a great asset to clients. This intermediate-level course provides information pertaining to psychotropic medications, tools to address client concerns and attitudes toward psychotropic medications, and clinical guidance to support client efforts to effectively discuss psychotropic medications with their prescribers.
This basic-level course offers an updated evidence base related to key factors in parental separation and divorce that are associated with positive outcomes for children and families. With an emphasis on the child's best interest, the course walks practitioners through parenting children during and after parents separate based on the child's biopsychosocial and developmental needs. A range of interventions for use with divorcing families and highly-conflicted parents are examined, including family mediation, divorce education, family therapy, bird's nest arrangements, parallel parenting, and co-parenting agreements. Case examples illustrate the key learning points throughout the course.
This intermediate-level course provides an understanding of the theoretical underpinnings of Cognitive Therapy and a brief history of its evolution prior to describing specific cognitive techniques that are used both within Cognitive Therapy and Cognitive Behavioral Therapy. This course for marriage and family therapists, and counselors reviews a foundational understanding of cognitive theory and techniques that can be used either within manualized Cognitive Therapies or to bolster therapeutic skills within other treatment frameworks.
Life transitions such as adolescence are key risk periods for substance abuse. Therefore, substance use assessment and intervention are particularly critical for adolescents. Substance abuse counseling of adolescents is different from that of adults given adolescents" distinctively different developmental stages and environments. In addition, the trends of adolescent substance abuse change according to the geographic region, cultural influences, and availability of substances. Participants will learn about evidence-based screening tools that are recommended for use with adolescents who may be using substances.
The course describes the signs and symptoms, risk factors, and treatment for specific STIs, with additional information on working with adolescents and older adults - two groups where STIs are proliferating. Case vignettes illustrate how human service and mental healthcare professionals can aid in STI education and prevention. The course describes the counseling, diagnosis adjustment, and partner notification processes and illuminates issues related to STIs among sex trafficking victims and transgender persons. The course also details the legal and ethical responsibilities of the helping professional.
Intimate partner violence (IPV) occurs all over the world and is noteworthy for being present in all social, economic, ethnic, racial, religious, age, and ability groups. Culture is critical to addressing the needs of persons affected by IPV. Culture informs how people think and behave and how people view themselves, others, their relationships, and their roles in relationships, and their actual or perceived options. This intermediate-level course is intended to help human services and healthcare professionals better understand the influence of cultural factors on IPV and, in turn, help them to be prepared for culturally responsive work with clients affected by IPV. At times, the focus on culture targets negative attributes that contribute to the occurrence of IPV; however, this course describes cultural factors as they relate to strengths and barriers in the cycle of IPV.
The American population is extremely diverse and in the upcoming years diversity in the US will continue to increase. Professionals engaged in counseling must become increasingly self-aware and must understand both how their own unique individual experiences influence their worldviews and values and how the unique individual experiences of their clients influence each client's worldviews and values. This course discusses intersectionality and the ways that various ethnic and racial groups may have a diversity of beliefs, social structures, interactional patterns, and expectations, and how each individual client has various intersecting dimensions of diversity that include socioeconomic class, sexuality, gender identification, and dis/ability.
Disaster mental health (DMH) interventions in the United States have become recognized as a crucial aspect of disaster response. This course provides social workers, counselors, marriage and family therapists, and psychologists-who are at the forefront of providing assistance to survivors and the communities in which they live--with information about challenges in DMH and tools needed to respond. Risk and protective factors for a number of populations, as well as the wide array of disaster mental health services are described.
Marriage and family therapists, and counselors need to be aware of ethical issues and dilemmas in their practice and follow a well-reasoned process that results in informed and insightful ethical resolutions to contemporary dilemmas. Practitioners must grapple with issues related to client autonomy, confidentiality, informed consent, and scarce resources. This basic-level course is designed to address the ethical challenges encountered by the beginning practitioner as well as by professionals with advanced skills. The overarching theme of this course is that good professional practice requires an awareness of ethical issues that may arise in practice, and demands a reasoned approach toward ethical analysis, decision making, and action.
One out of five children and adolescents is diagnosed with a mental health disorder each year in the United States. Early identification, diagnosis, and intervention for mental health concerns can help alleviate symptoms and assist adolescents to achieve the best possible outcomes. Whether connecting with adolescents comes easily or it is a skill acquired after years of practice, clinicians need to support adolescents through the provision the most effective therapies. This intermediate-level course begins with a review of adolescent development and describes key influences and stressors during adolescence.
Suicide and suicidal behaviors affect individuals, families, and communities, and addressing youth suicide has become a public health imperative. This intermediate-level course provides essential information on the tools needed to assess youth for suicide risk and to engage in interventions with these youth across various settings. Learners will become aware of 10 myths about youth suicide, which too often dictate how adults interact with youth who may be at heightened risk for suicide, both in public and in clinical practice.

subset: commoncrawl


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Born in 1976, Q&Q, standing for Quality and Quantity, is a Japanese legend of watchmaking, offering affordable collections available to everyone, everywhere, enriching the everyday lives of people in the world by exposing them a quality, reliable Japanese watch brand. Q&Q watches are solid and reliable technology, with excellent design is supported by the world market.
Standard C212J204Y
- Miyota 2035 Quartz analogue
- Target: gents
- Stainless Steel bracelet , metal case and mineral glass
- WR 30mt
- Measures: case 40 x 8 mm, bracelet 19 cm x 20 mm


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Simon Brodkin - Everyone But Himself
Note: This review is from 2006
Already having created a bit of a buzz with an endorsement by Harry Hill and management backing by comedy big guns Avalon, Brodkin unsurprisingly felt he was ready for a full run in Edinburgh. Despite having only been doing comedy for a couple of years he has four strong characters to showcase.
The scally Lee Nelson and, to a lesser degree, the up-his-arse, middle-class traveller Hugo Victor-Grant are personas already well documented on the stand up circuit so it's a little disappointing that Brodkin has decided to include them. Nevertheless they are both well observed and written - Nelson with his slicked-forward hair and new baby, 'she had a home delivery, we got a free garlic bread' and Victor-Grant with his armful of charity wristbands and skewed philosophy, 'Che Guevara, the man that gave us the greatest T-shirt design.'
The highlight of the quartet is Chris Young, the character he opens with; a deadpan holiday rep with less fizz than lemonade with the top left off all night. Delightfully non PC in his advice to the women of the party regarding the voracious local men 'your gift pack includes pepper spray and, if that doesn't work, the morning=after pill.'
Most inventively, to transmogrify between these characters instead of employing a black out and quick change manoeuvre he transforms openly in front of the audience whileadopting a smug, self-satisfied 'Simon Brodkin' alter-ego. His mock serious tone is underpinned by ridiculousness; he worries us by taking off his knickers each time he changes only to reveal another pair underneath. Simultaneously he talks to us directly about the comedy process; a cod comedy history is recounted where humour was invented in 1820 by a Cornish man also in his underpants.
More and more unafraid to push the boundaries set down by
the PC lobby it's not uncommon for comedians to make good natured
jokes about race but not since the Seventies has a white comic
been seen smearing on the brown face paint to play an Asian man
and it's with a laugh of disbelief the audience witnesses Brodkin
'browning up' for his final creation. Luckily Brodkin's last
character is an affectionate micky take; Dr Omprakesh is well
meaning in his work but distinctly unsubtle in his breaking of
bad news "shall I tell you about my Youth In Asia?"
(just say it fast).
Marissa Burgess
Review date: 1 Jan 2006
Reviewed by: Steve Bennett


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Student or Learner
I've never used the verb "drive" in any other meaning except for "drive a car". Is it normal to say "He drove his brother to the wall" meaning "He pressed his brother against the wall with force, threatening him"?
It's meaning #3 here:
▶verb (past drove; past part. driven)
- 1 operate and control the direction and speed of a motor vehicle.■ convey in a car.
- 2 propel or carry along by force.■ provide the power to operate (a machine).
■ (in ball games) hit or kick (the ball) hard.
■ bore (a tunnel).
- 3 urge or force to move in a specified direction.
- 4 compel to act in a particular way: he was driven by ambition.


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Says Disbar Holocaust Attorney
Holocaust survivor Gizella Weisshaus, 77, had alleged that Fagan stole money from the escrow account of her dead cousin Jack Oestreicher.
[News: Exclusive]
Following a complaint for misappropriating money from escrow accounts, a Special Ethics Master in New Jersey has recommended the disbarment of Edward Fagan, the attorney who became famous when he filed the Swiss banks case on behalf of Holocaust survivors in 1996.
The Black Star exclusively reported the investigation of Fagan on January 25, 2005.
After the Swiss banks case was settled for $1.25 billion in 1998, Fagan gained global notoriety. He even discussed representing African American organizations working on legal action against the US government for Slavery reparations and groups in South Africa seeking action against foreign banks that helped sustain apartheid regimes.
In recent years, Fagan's reputation has gone into a freefall. For years the first client he represented on the Swiss banks case, Holocaust survivor Gizella Weisshaus, 78, had alleged that Fagan stole money from the escrow account of her dead cousin Jack Oestreicher.
Fagan was later accused of misappropriating some of the $500,000 settlement money he had secured from the Swiss banks on behalf of another one of his elderly clients, Estelle Sapir, another elderly Holocaust survivor. He continued spending the money from an account he controlled even after Sapir died, it was alleged.
Fagan was accused of misappropriating a total of $122, 582; from the Oestreicher account and from Sapir. He was also accused of improperly disbursing $303,582 from Sapir, by the New Jersey Office of Attorney Ethics.
Fagan "knowingly misappropriated $40,000" from Oestreicher's New York Estate, on March 27, 1996 and "misappropriated $82,582 of the Sapir Settlement funds that he maintained in his New Jersey Summit Bank account on August 19, 1998," read the complaint from the New Jersey Office of Attorney Ethics.
In the 2005 article, The Black Star reported that it was only after his client Sapir had died that out of the $500,00 he secured on her behalf that Fagan sent some money to her family to cover funeral cost---$7,300.
In his defense in the New Jersey ethics case Fagan argued that he had oral agreement to "borrow" the funds, separately, from his clients, Weisshaus and Sapir. Hearings on the matter were conducted between November 15, 2005 and April 19, 2007.
In his January 24, 2008 recommendation Special Ethics Master, Arthur Minuskin, concluded that Fagan had "lied by claiming he had unlimited authority to use the $82,582 given to him" by Gizella Weisshaus from the Oestreicher estate and that Fagan "lied by claiming he had unlimited authority to use the Sapir settlement funds; he also improperly disbursed $305, 582 of those funds."
Weisshaus said she welcomed the news. "He should have been disbarred before he started the Swiss case because he stole my cousin's escrow account before hand and I didn't know," she said, in an interview with The Black Star.
The recommendation will be forwarded to a Disciplinary Review Board which will then send its decision to State Supreme Court in New Jersey for final ruling. The process could be concluded by the end of the year, says John McGill, III, Deputy Ethics Counsel Office of Attorney Ethics.
[More To Come]
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I think you have "Filtered HTML" turned on here. If you switch to "Full HTML," it will probably...
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Vatican City, Nov 27, 2013 / 08:08 am (CNA/EWTN News).- During his general audience, Pope Francis spoke on the meaning of Christian death, emphasizing that the resurrection of Jesus gives it light, and cautioning against worldly ideas which can overcome us.
"If we allow ourselves to be taken in by this mistaken vision of death, we have no other choice than that of hiding death, of denying it, or of trivializing it, so that it won't make us afraid," the Pope said in his Nov. 27 general audience.
Pope Francis closed his catechesis on the Creed by speaking to the pilgrims gathered in Saint Peter's Square about the last phrase, in which believers proclaim their belief in the "resurrection of the body."
Bringing to light the two points mentioned in the Catechism of the Catholic Church surrounding the topic, the Pontiff focused his reflections on "our dying and rising in Jesus Christ."
Beginning with our dying, Pope Francis noted that among many today, "there is a mistaken way of seeing death."
"It questions us in a profound way, especially when it touches us up close, or when it strikes the little ones, the defenseless in a way that seems to us scandalous," the Pope reflected, stating that the questions "why do children suffer? Why do children die?" are particularly striking.
"If death is understood as the end of everything," he explained, "it frightens, terrifies, and is transformed into a threat that shatters every dream, every prospect, which breaks every relation and interrupts every way."
This vision of seeing life "enclosed between two poles: birth and death" without anything beyond, observed the Pope, "is typical of atheistic thought, which interprets existence as finding oneself accidentally in the world and walking towards nothingness."
"There is also a practical atheism, which is to live only for one's own interests and earthly things," he continued, adding that if we fall into this vision we have no other choice than to avoid the reality of death so that we won't be afraid.
However, noted the pontiff, "this false solution reveals in man's heart, the desire that we all have for the infinite, our nostalgia of the eternal."
Asking what then is the meaning of Christian death, Pope Francis encouraged those present to recall the passing of a loved one, stating that in our pain "we remember that, even in the tragedy of the loss…the conviction arises in our heart that everything cannot be finished, that the good given and received was not useless."
"There is a powerful instinct within us, which tells us that life does not end with death."
The only "reliable" answer to this "thirst for life," observed the Pope, is "Resurrection of Jesus Christ," adding that it "not only gives us the certainty of life beyond death, but it also illumines the mystery itself of the death of each one of us."
"If we live united to Jesus, faithful to Him, we will be able to face the passage of death with hope and serenity," he went on to say, emphasizing that one tends to die in the way that they lived.
"If my life has been a journey with the Lord, of trust in His immense mercy, I will be prepared to accept the last moment of my earthly existence as the definitive and confident abandonment in his welcoming hands."
"This," stated the Pope, "is the most beautiful thing that could happen: to contemplate face to face that wonderful countenance of the Lord."
"To see him as he is, beautiful, full of light, full of love, full of tenderness. We go towards this end: to see the Lord."
Pope Francis then stressed the importance of preparing ourselves for the moment of death, following the invitation of Jesus "to be always ready, vigilant," with the knowledge that "life in this world is also given to prepare for the other life."
A "sure way" to prepare well for our deaths, he reflected, is "staying close to Jesus with prayer, in the Sacraments and also in the practice of charity."
"Solidarity in sharing sorrow and infusing hope is the premise and condition to receive in inheritance the Kingdom prepared for us," emphasized the Pope, stressing that "one who practices mercy does not fear death."
He then asked those present "Do you agree? Shall we say it together so as not to forget? One who practices mercy does not fear death!"
"And why does he not fear death? Because he looks it in the face in the wounds of brothers, and overcomes it with the love of Jesus Christ."
Pope Francis concluded his audience by encouraging the 70,000 pilgrims present to open their hearts to "our littlest brothers," and by extending a personal greeting to groups from various countries around the world.


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Difference between revisions of "Development Resources/HOWTO/Incubation Phase"
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Other than the "learning the Eclipse Way" aspects, the day-to-day operations of an Incubation phase Eclipse Project are mostly identical to
Other than the "learning the Eclipse Way" aspects, the day-to-day operations of an Incubation phase Eclipse Project are mostly identical to
those of a Mature phase Project. Please see the these pages:
those of a Mature phase Project. Please see the these pages:
* [
* [/of wisdom and bits of advice]; and
* [[Development Resources|
* [[Development Resources|-tos, checklists, and guidelines]]
The exception to "identical" is that Incubation Phase projects are required to display the incubation graphic in a '[
The exception to "identical" is that Incubation Phase projects are required to display the incubation graphic in a '[//conforming]'' way.
==Graduating from Incubation==
==Graduating from Incubation==
Revision as of 09:38, 15 May 2013
Guidelines for Incubation Phase
See "6.2.3 Incubation Phase" in the Eclipse Development Process.
After the project has been created, the purpose of the incubation phase is to establish a fully-functioning open-source project. In this context, incubation is about developing the process, the community, and the technology. Incubation is a phase rather than a place: new projects may be incubated under any existing Top-Level Project.
What Is Incubation?
The purpose of the incubation phase is to establish a fully-functioning open-source project. Many Eclipse Projects are proposed and initiated by individuals with extensive and successful software development experience - the incubation phase is not about changing those successful practices, but rather it is about developing the additional practices that create an open, transparent, welcoming, and predictable open-source project.
While it may seem easy to transfer from closed source development to open source development (isn't it just opening up the source code repository?), the history at Eclipse has shown that it takes practice to learn the community-defined Eclipse-centric open source process and to build viable user, plug-in developer, and committer communities.
Of course, in addition to learning "the Eclipse Way", the new project team must continue to do all the typical software project management tasks: identifying critical use cases, producing a high level design, setting up a release engineering system, writing automated unit testing, etc.
Initial Code and Development
New project teams are usually eager to get started writing code and building tools. This is an admirable trait, but there are a few things to remember:
- RIP Due Diligence. All code contributions, including initial code contributions, must be vetted against the Eclipse IP Policy as discussed in the complete Due Diligence Guidelines (you might also examine the IP process flowchart poster). Fortunately, incubation phase projects can use the Parallel IP process to speed check-in approval for their initial code contribution.
The Eclipse Foundation takes the IP Due Diligence process very seriously and thus one of the worst mistakes a new project can do is to disregard the IP Policy and, for example, check-in unapproved code. The Parallel IP process for incubating projects is a powerful tool, but "you never get a second chance to make a first impression," so why not take that extra couple minutes to understand the Parallel IP process and the Eclipse IP Policy? There are a few pre-requisites to complete before committing code to the source code repository, all described on the Parallel IP Guidelines page.
- RAPIs. The raison d'etre for Eclipse projects is to provide an extensible set of platform quality APIs for the Eclipse community to build upon. High-quality APIs take a lot of hard work to create. Thus it is essential that all new Eclipse projects start their API design, specification, and review process as they start committing code to their source repository.
- RFrameworks. Eclipse is a place for extensible frameworks and exemplary tools - the key point being the order of those clauses (frameworks before tools). Many new Eclipse project teams focus too heavily on building end-user tools rather than on the frameworks. Doing so will delay the project's graduation from incubation because the Eclipse ecosystem (adopters and users) are driven by the frameworks more than the tools. Both are necessary, but as the end-user tools appear easier to most developers, new projects tend to over-focus on tools and under-focus on frameworks.
The frameworks are primary and the exemplary tools should be examples of how to use the extensible frameworks. Good examples. Great examples. But just one possible use of the frameworks - Eclipse is about enabling the ecosystem rather than just about giving away free tools.
- GRegular Milestones. Successful Eclipse projects use an agile development process with regular milestones leading to major releases. The major projects have settled on a six week milestone schedule, with each milestone comprising a complete software development lifecycle: design, code, test, integrate, distribute. Eclipse projects that have tried the waterfall style single "code complete", single "feature complete", and final bug fix pass have been less successful. We recommend that new projects establish and maintain a predictable, reliable milestone schedule from the beginning.
Perhaps the biggest reason that milestone-style development results in a more successful Eclipse project is the benefit milestones provide to building a community: the regular delivery of complete new functionality is a powerful driver to the formation of the user, adopter, and developer communities.
- RInterim Releases. Incubation Phase projects may make 0.N releases (e.g., 0.2, 0.5, 0.7, ...) but may not release an N.0 or greater releases (e.g., not 1.0, 1.2, 2.0, ...). A project ready to make a 1.0 release is a project ready to graduate from Incubation. All major releases (i.e., 0.N and M.N) releases, must go through a Release Review.
GFor projects with larger initial code bases, we encourage the project to have at least one interim release before attempting a 1.0 release. The process of finishing the code, tests, and documentation to a release standard, plus the process of gathering all the IP documentation, preparing the release document, etc. - the practice of all that is invaluable preparation for the full 1.0 Release Review.
See "2.5 Three Communities" in the Eclipse Development Process.
Essential to the Purposes of the Eclipse Foundation is the development of the three inter-related communities around each Project, and the Incubation Phase is the best time to start forming those communities:
- Contributors and Committers - a thriving, diverse and active community of developers is the key component of any Eclipse Project. Ideally, this community should be an open, transparent, inclusive, and diverse community of Committers and (non-Committer) Contributors. Attracting new Contributors and Committers to an open source project is time consuming and requires active recruiting, not just passive "openness". The Project Leadership must make reasonable efforts to encourage and nurture promising new Contributors.
- Projects must have the diversity goals to ensure diversity of thought and avoiding relying on any one company or organization.
- Diversity is a means to an end, not an end in itself, thus diversity goals will differ by project based on the other accomplishments of the project(s).
- There is evidence that having a single company with a focused, well socialized team, is a good way to start up a challenging new project. We do not want to discourage this start-up method, but we do want to ensure that for a project to move into the Mature Phase, it has an expanded committer community.
- Users - an active and engaged user community is proof-positive that the Project's exemplary tools are useful and needed. Furthermore, a large user community is one of the key factors in creating a viable ecosystem around an Eclipse project, thus encouraging additional open source and commercial organizations to participate. Like all good things, a user community takes time and effort to bring to fruition, but once established is typically self-sustaining.
- Adopters - an active and engaged adopter/plug-in developer community is only way to prove that an Eclipse project is providing extensible frameworks and extensible tools accessible via documented APIs. Reuse of the frameworks within the companies that are contributing to the project is necessary, but not sufficient to demonstrate an adopter community. Again, creating, encouraging, and nurturing an adopter community outside of the Project's developers takes time, energy, and creativity by the Project Leadership, but is essential to the Project's long-term open source success.
Projects are expected to make substantial progress on establishing these communities during their Incubation Phase. The Eclipse community standards will make it difficult to graduate from Incubation without all three of these communities.
Operations and Logistics
Other than the "learning the Eclipse Way" aspects, the day-to-day operations of an Incubation phase Eclipse Project are mostly identical to those of a Mature phase Project. Please see the these pages:
The exception to "identical" is that Incubation Phase projects are required to display the incubation graphic in a conforming way.
Graduating from Incubation
For details, see:
Incubation Branding
All conforming Incubation phase Eclipse projects are eligible to participate in the Parallel IP process
A conforming project:
- Is in the Incubation phase.
- Correctly displays the incubation logo on their project home page.
- Correctly displays the same incubation logo on their project's primary download page.
- All downloadable zip files for builds (including release builds) and milestones must include the word "incubation" in the filename. For example,
- The jar files in the download zip file are not required to contain the word "incubation" in the filename. (See bug 178944 for the explanation.)
- All "Bundle-Name"s must include the word "incubation". Note that "Bundle-SymbolicName"s should not include "incubation" because the Bundle-SymbolicName is a technical namespace, not a user namespace. For example,
Bundle-Name: Foo Plug-in (Incubation)
- Similarly, the names for features must include the word "incubation". For example,
Eclipse Platform (Incubation)
If you believe your project is conforming (i.e., 1-5 above) but is listed on the main projects page as non-conforming, send email to the EMO and ask us to update the database.This page is moderated by the EMO


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Serving Guide
Please reference these quick and easy instructions to ensure that you and your guests experience the most flavorful, moist and tender ham you'll find anywhere.
Ham Serving Instructions
When serving the Honey Baked Ham®, it's important that the ham maintains its moist and tender qualities — whether served at room temperature (recommended) or served warm.
For Best Results, Serve at Room Temperature!
Remove your Honey Baked Ham from the refrigerator and let it stand 30 minutes prior to serving.
Optional Warming Instructions
OVEN: Preheat oven to 275°. (We do not recommend using a convection oven). Remove the HoneyBaked Gold Foil and cover the entire ham (or just the slices desired) in heavy duty aluminum foil. Place covered ham on a baking sheet. Warm 10 minutes per pound. (Do not increase oven temperature or overheat).
MICROWAVE: Remove the HoneyBaked Gold Foil and place slices in a loosely covered, microwavable dish. Warm 10 seconds in the microwave.


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That top picture is really nice CurvyKitten. I'll move my character over to her. Nicci may use the original.
Who was it who had that cute boy-horse character? The idea of a huge horse cock really turns my tight little bunny on... maybe we can have Flopsy take ownership of him?
The boy-horse would be my character, and I think he'd do just fine under Flopsy's tender love and care.
Does he like being treated rough? Flopsy can show a mean streak.
Okay, people....OOC thread is UP http://elliquiy.com/forums/index.php?topic=158437.0Please post to indicate continued interest and book mark the thread.All non pirate PCs start on the merchant ship. All Pirate PCs on the pirate ship.If your character specifically starts out as a slave, you may invent a NPC owner who doesn't survive the battle, or who is made to walk the plank. Otherwise all non-pirate characters start out as free furries.
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Moscow Tightens Squeeze on Ukraine Over Energy
Russia Offers Support for Absorbing Crimea; Pentagon, Kiev Discuss Closer Ties
MOSCOW—Russia used its biggest economic lever to ratchet up the pressure on Ukraine, threatening to cut off vital natural-gas shipments over allegedly unpaid bills. On the other side of the deepening East-West divide, the Pentagon said it had discussed the possibility of closer ties with Kiev for the first time.
The Kremlin also sent the strongest signal yet that it is preparing to absorb Ukraine's Crimea region, welcoming its separatist leader to Moscow on Friday and endorsing his referendum drive....


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Ghost Brackets now have a new home and a new name, EDGE Brackets. Please click on the image below to go to our new website EDGELEATHER.COM
Kawasaki Vulcan line is one of the most known motorcycle model lines in the world. We are proud to introduce Ghost Brackets fitments for every bike manufactured under the name Vulcan 800 since 1995. With our Ghost Brackets Quick Release Saddlebag System you now can enjoy the convenience of saddlebags on the way to your destination and slick lines of a racer when you take the bags off.


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Henry Van Dyke
American author, educator and clergyman
Van Dyke graduated from Princeton University, 1873, and from Princeton Theological Seminary, 1877 and served as a professor of English literature at Princeton between 1899 and 1923. In 1908-09 Dr. Van Dyke was an American lecturer at the University of Paris. By appointment of President Wilson he became Minister to the Netherlands and Luxembourg in 1913. He was elected to the American Academy of Arts and Letters and received many other honors.
He chaired the committee that wrote the first Presbyterian printed liturgy, The Book of Common Worship of 1906. Among his popular writings are the two Christmas stories The Other Wise Man (1896) and The First Christmas Tree (1897). Various religious themes of his work are also expressed in his poetry, hymns and the essays collected in Little Rivers (1895) and Fisherman's Luck(1899). He wrote the lyrics to the popular hymn, "Joyful, Joyful We Adore Thee" (1907), sung to the tune of Beethoven's "Ode to Joy." He compiled several short stories in The Blue Flower named after a story by Novalis in 1902. He also contributed a chapter to the collaborative novel, The Whole Family(1908).
Works by Henry Van Dyke
This beloved short novella expands the biblical story of the three Magi with a fictional account of a fourth Magus named Artaban. While his three companions travel west, following the Star of Bethlehem, Artaban stops to aid a dying man and consequently does not make it in time to laud the newborn Christ. For years, he wanders as a pilgrim, seeking Christ and holding on to the precious gift he had intended to give him. Van Dyke's gentle and often lyrical Christmas tale has since inspired several plays, films, music, and adaptations for children's books.
Original hymns.
Popularity is calculated by comparing this book's number of views to our most commonly read book. Popularity is calculated by comparing this book's number of editions to the book with the largest number of editions.


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Friday: An evening of Cosmic Fishing will be held from 6 to 11 p.m. at Cucamonga-Guasti Regional Park, 800 N. Archibald Ave., Ontario. Cost is $10 per vehicle and $8 per fisherman. There will be fishing and prizes during the event. Lake will be closed from 7:30 a.m. to 5 p.m. Friday. Details: 909-481-4205.
Friday: A special event is planned for the dedication of the new football stadium at Garey High, one of three new fields opening in the district this fall. Garey faces Pomona High with the dedication at 6:30 p.m. with the game at 7 p.m. The stadium, paid for by voter-approved Measure PS, is at 321 W. Lexington Ave., Pomona.
Sunday: The annual Fall Funfest All Breeds Horse Show will be at the McCoy Equestrian & Recreation Center, 14280 Peyton Drive, Chino Hills. Horse lovers of all ages can view many different breeds of horses competing. A wide variety of competitions are offered. Registration for horses and riders will be taken Sunday starting at 8 a.m. Events start at 9 a.m. The event is free for spectators. Information: 909-548-0868.
Monday: The Mt. Baldy Run-the-Top race is a traditional on Labor Day, sending hardy runners from the Mount Baldy ski lift parking lot in San Antonio Canyon north of Upland and Claremont to the top of 10,064-foot Mount Baldy. It's a 4,000-foot climb over seven miles. It also makes some spectacular spectating. The race begins at 8 a.m. The Mt. Baldy Run-to-the-Top is an all-volunteer effort to support San Antonio Canyon Town Hall and community projects and other nonprofits, such as Mt. Baldy Fire Department, West Valley Search & Rescue, Mt. Baldy School, and Mt. Baldy Community Club, whose current project is the establishment of a museum in Mt. Baldy. Registration is $55 through today and $70 on race day. Information: run2top.com or email inquiries to firstname.lastname@example.com
Monday: Looking for something for the kids to do on the holiday? The San Bernardino County Museum in Redlands, usually closed on Mondays, will be open from 9 a.m. to 5 p.m. Visitors will see exhibits about the cultural and natural history of inland Southern California and the southwest, including minerals and fossils, Native American artifacts, birds and mammals, and historical objects. The museum is at the California Street exit from 10 Freeway. General admission is $10 (adult), $8 (military or senior), $7 (student), and $5 (child aged 5 to 12). Information: sbcountymuseum.org.


text: Community Chorus - Bellevue Friday, May 31, 2019 10:30 AM 11:45 AM 10:30 11:45 North Bellevue Community Center 4063 - 148th Avenue NE Bellevue (map) Google Calendar ICS Come Sing with our Community Chorus. New singers are welcome at any time. No audition and no advance notice are required. Just come as you are. We sign for our own fun and enjoyment with piano accompaniment. Mostly, we sing popular songs from the 30's, 40's and 50's. Our six song books plus holiday music give us a large variety of songs to choose from.The chorus meets Fridays from 10:30am-Noon. Typically, we sing at a nursing home on the 2nd Friday of each month and occasionally we sing elsewhere.Cost: NoneRegistration: NoneCall 425.452.7681 with your questions and for the monthly schedule.


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Cam Newton — Auburn student — serenaded in class again
Once the Big Man On Campus, always the Big Man On Campus.
Former Auburn QB/Heisman winner/national champion Cam Newton is back on campus, wrapping up his final semester to earn his sociology degree.
Before that happens, the Carolina Panthers quarterback — and two-time Pro Bowler — had to deal with Valentine's Day on campus.
MORE: Top 10 teams for 2014 | IYER: Panthers should think Cam first, then Hardy
And that means another love song directed at Newton.
He was serenaded last year ("My Girl" was changed to "My Guy") when he returned to school and guess what? He was serenaded again this time around.
In a class of nearly all females, sophomores Tomi Obebe and Avery Ginn from the Auburn Wesley Foundation sang One Direction's "What Makes You Beautiful" for Newton and delivered three roses to him as well.


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There are 22 NRICH Mathematical resources connected to Common factors, you may find related items under Numbers and the Number System.Broad Topics > Numbers and the Number System > Common factors
Which pairs of cogs let the coloured tooth touch every tooth on the other cog? Which pairs do not let this happen? Why?
This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?
If you count from 1 to 20 and clap more loudly on the numbers in the two times table, as well as saying those numbers loudly, which numbers will be loud?
Can you find a relationship between the number of dots on the circle and the number of steps that will ensure that all points are hit?
Can you work out the arrangement of the digits in the square so that the given products are correct? The numbers 1 - 9 may be used once and once only.
Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
Find the smallest numbers a, b, and c such that: a^2 = 2b^3 = 3c^5 What can you say about other solutions to this problem?
Andrew decorated 20 biscuits to take to a party. He lined them up and put icing on every second biscuit and different decorations on other biscuits. How many biscuits weren't decorated?
Follow this recipe for sieving numbers and see what interesting patterns emerge.
What is the smallest number of answers you need to reveal in order to work out the missing headers?
Here is a chance to create some Celtic knots and explore the mathematics behind them.
Given the products of adjacent cells, can you complete this Sudoku?
Take any pair of numbers, say 9 and 14. Take the larger number, fourteen, and count up in 14s. Then divide each of those values by the 9, and look at the remainders.
What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.
Data is sent in chunks of two different sizes - a yellow chunk has 5 characters and a blue chunk has 9 characters. A data slot of size 31 cannot be exactly filled with a combination of yellow and. . . .
Make a line of green and a line of yellow rods so that the lines differ in length by one (a white rod)
Find the words hidden inside each of the circles by counting around a certain number of spaces to find each letter in turn.
A and B are two interlocking cogwheels having p teeth and q teeth respectively. One tooth on B is painted red. Find the values of p and q for which the red tooth on B contacts every gap on the. . . .
How many integers between 1 and 1200 are NOT multiples of any of the numbers 2, 3 or 5?
I put eggs into a basket in groups of 7 and noticed that I could easily have divided them into piles of 2, 3, 4, 5 or 6 and always have one left over. How many eggs were in the basket?
The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?
Take any pair of two digit numbers x=ab and y=cd where, without loss of generality, ab > cd . Form two 4 digit numbers r=abcd and s=cdab and calculate: {r^2 - s^2} /{x^2 - y^2}.


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Fusing the past and present
Solo, one of Sweden's most well-known jeans brands incorporates vintage influences to illustrate a genuine denim atmosphere in their shops.
Industrial lamps, brick walls, iron hooks and mahogany displays – when entering a Solo shop you travel a few decades back in time. Particularly if you take a close look at some of the carefully worn out accessories around the store.
Emphasis on natural material
The new concept, developed by Solo's in-house department, has a heavy emphasis on natural material such as wood, concrete and copper. The interior design is deliberately lighter at the far end of the shop where the women's fashion is displayed, creating an impact, which has a more androgynous feel in this section.
In one of Scandinavia's largest shopping mall
Amongst the latest of Solo's openings was in Emporia, one of Scandinavia's largest shopping malls. This particular shop was not only furnished with the latest interior concept, it was also the first one supplied with a totally LED solution. Consequently, the lighting concept was brand new and included a large amount of integrated lighting in shelves and displays.
Varner Group, the largest player in the Norwegian textile retailing trade, owns the Swedish retail brand Solo. Currently Solo has eleven stores in Sweden, supplying men and women with high-quality brand jeans and other clothing.
Sebastian Hellström, Operative & Marketing manager at Solo, explains that it was important that the lighting enhanced the essential parts of the shop. The light levels should be soft and comfortable while the luminaires should be concealed as much as possible.
Moderate light levels
The aim was to enhance the interior and at the same time make the displays blend in with the merchandise itself. Integrated LED was used in the shelves, from higher to lower levels, to help the customer recognize products further down in the displays.
One of the client's requirements was for the accentuating spotlights to be seen as little as possible. This was accomplished by installing the track-mounted spotlights above the widespread iron cluster in the ceiling.
Another challenge was to produce satisfactory light levels. The lighting solution provided was designed to create contrasts while maintaining a moderate light level in the shop.
In terms of ambiance the shop was divided in two sections; the back area where there were brighter light levels and the wooden interior area, were they were more dimmed. This method created two different atmospheres that fused together really well.
Total LED solution decreased energy use
In summary this total LED solution achieved the desired effects and complemented the elaborated interior concept. The lighting did not only provide a perfect ambiance, it decreased the energy levels to 23–24 W/square meter in comparison to a metal halide solution where it would have been approximately 33–34 W/square meter.


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==Administrative Code, Utah==
==Administrative Code, Utah==
*[http://www.rules.utah.gov/publicat/code.Utah Administrative Code] -Effective rules issued by agencies of the state of Utah. The Utah Administrative Code is an official publication of the Division of Administrative Rules, mandated by Section 63G-3-402. It is Utah's equivalent to the Code of Federal Regulations.
== Corrections, Department of ==
== Corrections, Department of ==
Revision as of 10:47, 12 March 2012
This is an annotated list of databases produced by Utah State Agencies listed by producing agency.
If you are a registered user of this wiki, feel free to add a database to this list or to fix a broken link, or contact Susanne Caro, the documents specialist for this page at susanne.caro AT umontana DOT edu.
Return to State Agency Databases listing.
Administrative Code, Utah
- Utah Administrative Code -Effective rules issued by agencies of the state of Utah. The Utah Administrative Code is an official publication of the Division of Administrative Rules, mandated by Section 63G-3-402. It is Utah's equivalent to the Code of Federal Regulations.
Corrections, Department of
- Offender Search - Search for an inmate by name or offender number. Records include prisoner number, name, date of birth, description and aliases. Records also include prisoner photo.
Court Opinions
- Utah Supreme Court and Appellate Court Opinions - Searchable by keyword, name and date.
Finance, Department of
- Transparency database - This site allows you to search for expenses, revenues, and employee compensation for most levels of Utah government including school districts.
Health, Department of
- IBIS-PH Custom Query -This system allows users to query public health datasets on population, births, deaths cancer, injuries and more.
History, Department of
- Utah Burials Search - Database of people buried in Utah. May be searched by deceased name, dates of birth and death, and burial place (any, county, city/town, cemetary). Records contain name, birth date, death date, burial date, place of birth (when available), place of death, grave location, source (when available), comments, when available.
- Search Bills/ Bill Requests - Database of state legislative bills searchable by year (1997-present) Senator, Representative, subject and committee recommendation.
- Keyword Search for multiple sessions (1997-present).
Licensing, Occupational and Professional
- Licensee Lookup & Verification System- Searchable by name, license number and profession. Currently, DOPL issues licenses in approximately 60 categories of licensure. Additionally, the majority of these license categories include several individual license classifications. For example, within the nursing profession, licenses can be obtained for an LPN, RN, CRNA, APRN, or CNM.
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- Uniform Commercial Code & Central Filing Search System- From the Utah Department of Commerce. This service allows you to search UCC & CFS records by: filing number, debtor name or debtor ID. The purpose of the Central Filing System (CFS) is to make available information that allows commission merchants, selling agents or buyers to identify farm products that are subject to a security interest in Utah.
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- FirmFind - An on-line directory of over 80,000 businesses in Utah. Searchable by Industry, Occupation, firm name and largest firm. Records include company contact information, range of employees and a link to a Google search for that company name. The underlying data is also available for download.
The State of Utah maintains its own list of searchable databases.


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To celebrate the arrival of spring and all things turning green this month, we decided to bring a bit of the outdoors inside by creating our own terrariums.
First the basics: A terrarium is a mini indoor garden in a glass container. The plants require low maintenance and are perfect for people who don't have the time to care for a garden or just don't have a green thumb (like a few of us on our blog team). They are perfect for desks, night tables and other places where space is limited but you want to infuse a bit of outdoor beauty.
And the icing on the cake is you can create a really great one for anywhere from $5 to $25. Here's how to get started.
1. Decide on which plants you want to use. Nearly any low maintenance plant will work great. Classic plants include (but are not limited to) ferns, mosses, succulents and cacti.
2. Choose your container. It should be made of glass and deep enough for your plants' roots. You can buy a new container or simply clean out one you already have. We found several affordable glass containers at places like Michael's, Target and even Home Depot.
Want to make a full garden? Scoop up a bevy of terrarium supplies using SPRINGHD and get $10 off $100 with this Home Depot coupon code.
3. Purchase your supplies. For making a terrarium you will need: Potting soil (choose light soil with lots of drainage), pebbles or gravel (these provide drainage when placed at the bottom of the terrarium and a neat appearance when placed at the top of the terrarium), moss, decorations and plants.
4. Now, create your terrarium. Here's how we layered our terrarium contents:
- Add layer of rocks.
- Add layer of moss.
- Optional: add mesh (you can use the mesh from the bags the rocks came in) to help keep the soil from falling.
- Add the soil.
- Add plants (tease the roots).
- Add pebbles/decorations.
5. Maintain it. Once it's built, your terrarium should be easy to maintain. For the plants that we used, we're simply using spray bottles and spraying the plants periodically to add moisture. Cacti don't need much water, obviously, and succulents hate wet roots, so spraying them lightly once in while is the perfect way to keep them happy.
We love our terrariums! Any tips you'd like to share about your experience in creating your own?
Before you shop: Pick a plant that will stay small. You don't want to choose a plant that will outgrow the terrarium container it's placed in. Also, plants that prefer shade and are tolerant of high humidity will work best.


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Mars Using Visa, NFL Heroes, Brands In Sweet Super Bowl XLVI Campaign
December 27, 2010: Super Bowl XLV is just over a month away, but Mars Chocolate North America is already focusing on Super Bowl XLVI, which will be played Feb. 5, 2012 at Lucas Oil Stadium in Indianapolis.
Mars, in conjunction with Visa, has unveiled its "Celebrate on the Field 2011 Instant Win Game," with a grand prize of four field passes for the NFL's big game in Indianapolis. On board for marketing support are three former Super Bowl heroes: Marshall Faulk, running back for the Super Bowl XXXIV champion St. Louis Rams; Mark Schlereth, offensive guard. a three-time Super Bowl champion as a member of the Washington Redskins (Super Bowl XXVI) and Denver Broncos (Super Bowls XXXII and XXXIII); and Rodney Harrison, a two-time Super Bowl champion safety with the New England Patriots (Super Bowl XXXVIII, XXXIX).
"NFL players work their whole lives for the opportunity to experience those few precious moments celebrating a Super Bowl victory," Debra Sandler, chief consumer officer for Mars Chocolate North America, said in a statement. "We are thrilled to afford fans who serve Mars Real Chocolate at their football-viewing parties the exclusive chance to enjoy those special moments of celebration alongside the newest Super Bowl champions. For an NFL fan, what could be more exciting?"
To enter the contest, consumers are being directed to upload the UPC codes from specially marked packages of Mars brands to www.BeOnTheField.com now through Feb. 7, 2011 (the day after Super Bowl XLV). The brands are M&M'S, Snickers, Twix, Milky Way and 3 Musketeers. Among the "thousands of other great prizes" are Visa gift cards and packages of Mars chocolate products. (Full details here.)
In addition to on-package and POP, marketing support is anchored by Internet, including dedicated Facebook pages where Schlereth and Harrison will be conducting live chats with fans of the Snickers and M&M's Facebook Fan Pages.
Mars also will have a presence at Super Bowl XLV where it will be celebrating with the winners of its "Go Nuts At The Super Bowl with Snickers Instant Win Game" and its "Be On The Field" promotion that ran at the end of the 2009 season.
The Mars Chocolate North America brand, which will have air time on Fox during the upcoming Super Bowl, generated a lot of publicity with a TV spot starring Betty White that aired during Super Bowl XLIV, which was atop numerous post-game ad monitors and was also among the top spots of 2010.
According to Marshall Faulk, "Winning a Super Bowl for St. Louis Rams fans everywhere was a huge thrill for me and I'll never forget those few fleeting moments when we had the opportunity to celebrate our amazing accomplishment. This is an experience you can't buy, nor will you ever forget."
Mars' Super Bowl Promo Has Its Eye On North Dallas 45


text: More than fifty years ago one musical changed theater forever. Now it's back and mesmerizing audiences once again. From the first note to the final breath, WEST SIDE STORY soars as the greatest love story of all time. This revival, based on Tony Award-winning librettist Arthur Laurents' Broadway direction, remains as powerful, poignant and timely as ever. The Bernstein and Sondheim score is considered to be one of Broadway's finest and features such classics of the American musical theatre as Something's Coming, Tonight, America, I Feel Pretty and Somewhere.


text: Blog Of The Nation Who's the Fire Starter? October 30, 2007 Some of the California wildfires may have been deliberately set... so it's time to get inside the mind of an arsonist. Listen to this 'Talk of the Nation' topic Listen Toggle more options Download Embed Embed <iframe src="https://www.npr.org/player/embed/15775923/15778911" width="100%" height="290" frameborder="0" scrolling="no" title="NPR embedded audio player">


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Yeah, yeah, yeah, I know I said I was on a break. I've never been good at putting myself on time outs.
These little gems were the result of an emergency gluten-free baking consultation session with a newly GF friend last night. I had to share the success story, because it is close to my heart! Imagine the following situation: you just found out you're allergic to lots of stuff, you're freaking out, you don't know what to eat, and then I show up on your door with a box of gluten free flours, a great big smile, and lots of determination to help you bake up something good.
My dear friend B is an amazing baker - truly amazing - and makes cakes so beautiful you'd expect she went to pastry school. Her buttercream frostings are epic. She makes cookies and candies and pies that melt your heart. But, in a rather tragic turn of events, she just found out she has allergies to rice, wheat, dairy, and eggs, as well as legumes, most nuts and seeds. She suspects additional allergies to oats, corn, and soy, as well as other foods, but she isn't sure. She is very allergic to the cats she loves deeply. All these allergies explain a lot about the symptoms she's been dealing with, and she's already noticing some positive changes after cutting these foods out of her diet. But she has a long way to go, and a lot more unanswered questions.
As anyone who has gone through this knows, adjusting to new a new diet is HARD. Really hard. And she's in the thick of it. She doesn't know what to eat. She doesn't know what to take with her for snacks during the day, has a heck of a time making stuff for dinner, and is trying to deal with all of this while planning her wedding and finishing grad school.
Watching her go through this reminds me of how hard it was to change my diet a couple years ago, and how confused and alone and anxious I felt at first. It also reminds me how far I've come, and how much more I know now. Lately I have been thinking about starting to market my services to people who need to change their diets, as sort of a dietary restriction lifestyle consultant. I love this stuff. I love helping people get excited about cooking and food and new ingredients. I love giving people tools they can use to change their life. I love opening people's eyes to new things. Even though my heart is aching for Becky having to go through this, I am kind of excited to have the opportunity to share information with a receptive audience, one-on-one. I've been lending out cookbooks, sending her recipes, and giving her suggestions for snacks. I think I've overwhelming her with information, actually; I tend to be like a geyser when I'm excited about something.
After not hearing from her for a couple days, I got a text yesterday morning: "Feel like baking later?"
"YES!" I replied. I couldn't wait. After work I packed up my box of flours, threw a bunch of other stuff in a bag, and went over to her house. We talked about how she was feeling. We talked about what kind of baked goods she was craving. I introduced her to a bunch of different flours and talked about helpful pantry items. After rambling about the qualities of various flours and options for egg replacers, she said "You should give personal cooking lessons." I smiled. "Seriously," she said, "just show up and tell people what to do. I'm so frustrated right now with this whole situation that I don't want to deal with figuring this out myself. I even love to bake, and trying to figure this stuff out is not fun. If you could show up and tell people what to do next, you could actually make this fun. This is a great idea."
YES! She totally reaffirmed my plan to start working with people one-on-one.
Since B is allergic to rice, we wanted to make sure to use recipes that were rice-free. This was easy - I don't usually use rice flour when I bake, tending to prefer the added nutritional benefits and hearty flavor of other gluten free flours. Honestly, I don't think that I'm a great gluten-free baker, but I'm decent, given all the restrictions I have to deal with. What I lack in inherent baking mojo I make up for in passion and determination. First we made buckwheat-quinoa flatbread from my favorite no-fail flatbread recipe framework, which, oddly enough, I've never posted to this blog, but have made for friends many times. That recipe is my standby. We also made muffins, a variation of my Applesauce Muffins with Currants and Goji Berries. I made those muffins a lot last summer when I was eating more sweet stuff. Sadly, these days, those muffins are a little too sugary for me. Since we were baking for her, the sweet factor wasn't a problem, so we tweaked the recipe to fit her needs and tastes. Due to her flax allergy and nervousness about chia, we used Ener-G egg replacer. I have never used Ener-G before (it contains potato starch and I'm allergic), so it was fun to see how it worked in a recipe.
By the end of the night, despite being tired, she was smiling. The baked goods passed with flying colors with both her and her fiancé, who is also a very good baker. After she wrapped up slices of the bread for grab-and-go snacks and tucked them away in the freezer, she nibbled happily on a warm muffin. She told me it was cinnamony and sweet and pretty awesome. "I'm going to eat these with pleasure," she said. Laughing, I told her that I wanted to call them B's Pleasure Muffins, but we decided that sounded kind of dirty. Anyway, she planned on eating the muffins for breakfast this morning, smeared with coconut butter or applesauce or cashew butter. Oddly, she is allergic to all tree nuts except cashew, just like me. Thank god for the cashew. At least we have that! I'm excited to call her and see how the muffins treated her for breakfast.
Given her allergic turn of events, I have a feeling I'll be coming up with a lot more rice-free baked goods. I'm working on a very delicious chocolate sandwich cookie that is killer, and, conveniently, rice-free. Rice-allergic people, rejoice!
And as for this blogging break I was putting myself on, well, we'll see how well it goes. I've never been good at restricting myself from doing things I love! But I really do need to get down to business on some important non-food related life business. And in the food realm, I need to channel energy into my vegetable cookbook. I want to make it happen as soon as possible! So yeah, maybe I'll post again soon, maybe I won't...we'll see :) Either way, know that I'm still cooking up lots of good stuff to share with you and trying to formulate a game plan of how I can offer consultations and classes to people!
CINNAMON RAISIN RICE-FREE MUFFINS (gluten-free, rice-free, vegan)
These muffins should equally well with a variety of egg replacers: flax gel, chia gel, or Ener-G. To make these more ACD-friendly, omit agave and use stevia instead, and omit raisins and add chopped nuts or seeds. If the applesauce is too sugary for you, you might try using pureed cooked zucchini, or mashed sweet potato or squash that has been thinned out to the consistency of applesauce. I haven't tried those yet, but think it would be worth a shot - I plan to try it soon, if you do before me, let me know how it works!
yield 12 muffins
3/4 cup teff flour
3/4 cup amaranth flour (or quinoa flour)
1 tsp cinnamon
1/2 tsp baking soda
1/2 tsp baking powder
1/2 tsp salt
1 "egg" - 1 tsp EnerG egg replacer + 2 Tbsp water OR 1 Tbsp ground chia or flax + 3 Tbsp water
1 1/2 cups unsweetened organic applesauce (for fruit substitutions see notes above)
optional: 2 Tbsp agave nectar (or 10-20 drops stevia liquid)
1/3 cup melted coconut oil, grapeseed oil, or other light tasting oil
1/4 cup unsweetened finely shredded coconut
1/2 cup raisins or other dried fruit
optional: 1/4-1/2 cup chopped nuts or seeds
Sift together flours in a medium bowl. Add baking powder, baking soda, cinnamon, and salt, and whisk briskly until well combined. Set aside. Then, in a large bowl, add your prepared "egg" along with applesauce, oil, agave, and stir until well mixed.
Add dry ingredients to wet, stirring gently and quickly until evenly moistened. Then gently fold in raisins and coconut, and stir only until evenly mixed. Batter will be thick. Spoon immediately into muffin tins, filling all the way to the top for big, plump muffins! Bake at 350º for 35 minutes, or until toothpick inserted in largest muffin comes out clean. Cool in tin for a few minutes, then transfer to wire rack to finish cooling.
Store in refrigerator, or wrap tightly and freeze for longer storage.


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Quality academic advising is an important component of achieving educational success in college. A college advisor can help you get into and stay in college.
Academic and career advisors provide the following:
Students with 30 or less college credits
The Professional Advising Center (PAC) is staffed by four full-time professional advisors who assist students in scheduling and registering for classes. The Advisors are available each weekday by walk-in or appointment. Students are assigned to the PAC when they are first admitted to the college. Students will remain with their PAC advisor until they successfully complete 30 or more credits.
Students with more than 30 college credits
After a student attains 30 college credits, it is beneficial for them to be seen by an advisor that actually resides in the academic division of their major. These advisors are knowledgeable about their career fields, special requirements of the career and other information that a generalist advisor might not have available. Students will be transferred to an academic division advisor at the 30 credit mark.
Beginning with the 2017-18 academic year, students will also have access to DegreeWorks. DegreeWorks in an electronic software program residing on the college OLSIS system that helps students track certification or degree requirements. Students have 24/7 access to this program and it will allow them to understand their educational program requirements to keep abreast of completed and still needed courses for degree completion.
In addition to tracking students' current majors, students are also able to do "what if" scenarios to determine what is needed to complete other academic programs of study at the college.


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I finally found a team in the album. It's the mother and son team!Could it be a roadblock? It seems he's going to retrieve a net which contains the fish
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Hello there and welcome to the friendly community for expats who are living in or at least thinking of relocating to the Nottingham area. You might be moving to the UK for the first time, or simply relocating to a different part of the country. Whatever brings you to the area, you'll find it easier to settle in with the help of InterNations. Our members are very supportive people who have been through at least one international move themselves and are there to help you to settle. Nottingham is located in the East Midlands, which is quite central in the UK. This means that it's relatively easy to access the rest of the country by car or public transport. If you're looking to travel further afield, there's easy access to East Midlands airport.
Attend our monthly events and activities for Nottingham expatriates to get to know like-minded expatriates in real life.
Get trustworthy advice and local insights from fellow members in our Nottingham expat forums.
Nottingham is a vibrant city that has a strong and thriving economy with plenty of job prospects for both skilled and unskilled workers. In fact, outside of London, the people in Nottingham have the highest average income in the rest of Britain. It is one of six cities that has been selected as a City of Science by the British government; this is as a result of its scientific hub of over 30 scientific and innovative businesses that are located in the Bio City area. Nottingham is also a key UK player in the areas of both retail and finance. If you've started researching the area, you'll probably have heard of the legend of Robin Hood, too. This tale provides a key tourist attraction, with Sherwood Forest attracting visitors from far and wide.
The InterNations Groups available in Nottingham enable you to meet fellow members not only online, but offline, too! The Nottingham City Trotters, for example, get together in any weather to enjoy a variety of sociable activities, from house parties to walks to coffee mornings. Should your interests lie elsewhere, you can always start your own InterNations Group, too! Plus, you are cordially invited to attend our larger, official events in Nottingham where you can meet fellow expats in a relaxed setting and network to your heart's content.


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Posts Tagged 'Alan Yatvin'
ICTY: Tabakovic: Sentenced to Three Months in Prison
2010-03-15, The Hague, The Netherlands. Zuhdija Tabaković, a witness in Lukic and Lukic trial, pleaded guilty to three out of 6 counts of contempt of court. He was accused of accepting E1000 from a former case manager of the Milan Lukic Defence Team for signing a false statement and making a false testimony as well as finding two more persons to do the same. Neither of them testified for the defence but one them testified for the OTP as a rebuttal witness.
ICTR Case Page | Press Release | Sentencing Judgment | Sense |