text:
Antioxidants in pecans may contribute to heart health and disease prevention
- Date:
- February 28, 2011
- Source:
- Loma Linda University Adventist Health Sciences Center
- Summary:
- New research shows that after eating pecans, gamma-tocopherol levels in the body doubled and unhealthy oxidation of LDL (bad) cholesterol in the blood decreased by as much as 33 percent.
- Share:
A new research study from Loma Linda University (LLU) demonstrates that naturally occurring antioxidants in pecans may help contribute to heart health and disease prevention; the results were published in the January 2011 issue of The Journal of Nutrition.
Pecans contain different forms of the antioxidant vitamin E -- known as tocopherols, plus numerous phenolic substances, many of them with antioxidant abilities. The nuts are especially rich in one form of vitamin E called gamma-tocopherols. The findings illustrate that after eating pecans, gamma-tocopherol levels in the body doubled and unhealthy oxidation of LDL (bad) cholesterol in the blood decreased by as much as 33 percent. Oxidized LDLs may further contribute to inflammation in the arteries and place people at greater risk of cardiovascular problems.
"Our tests show that eating pecans increases the amount of healthy antioxidants in the body," says LLU researcher Ella Haddad, DrPH, associate professor in the School of Public Health department of nutrition. "This protective effect is important in helping to prevent development of various diseases such as cancer and heart disease."
These findings are from a research project designed to further evaluate the health benefits of pecans, according to Dr. Haddad. She analyzed biomarkers in blood and urine samples from study participants (a total of 16 men and women between the ages 23 and 44) who ate a sequence of three diets composed of whole pecans, pecans blended with water, or a control meal of equivalent nutrient composition. The pecan meals contained about three ounces of the nut. Samples were taken prior to meals and at intervals up to 24 hours after eating.
Following the test meals composed of whole pecans and blended pecans, researchers found that amounts of gamma-tocopherols (vitamin E) in the body doubled eight hours after both meals, and oxygen radical absorbance capabilities (ORAC -- a scientific method for measuring antioxidant power in the blood) increased 12 and 10 percent respectively two hours after the meals. In addition, following the whole-pecan meal, oxidized LDL cholesterol decreased by 30 percent (after 2 hours), 33 percent (after 3 hours), and 26 percent (after 8 hours).
"This study is another piece of evidence that pecans are a healthy food," says Dr. Haddad. "Previous research has shown that pecans contain antioxidant factors. Our study shows these antioxidants are indeed absorbed in the body and provide a protective effect against diseases."
Research from Loma Linda University published earlier in the Journal of Nutrition showed that a pecan-enriched diet lowered levels of LDL cholesterol by 16.5 percent -- more than twice the American Heart Association's Step I diet, which was used as the control diet in that study. Similarly, the pecan-enriched diet lowered total cholesterol levels by 11.3 percent (also twice as much as the Step I diet).
Story Source:
Materials provided by Loma Linda University Adventist Health Sciences Center. Note: Content may be edited for style and length.
Journal Reference:
- C. Hudthagosol, E. H. Haddad, K. McCarthy, P. Wang, K. Oda, J. Sabate. Pecans Acutely Increase Plasma Postprandial Antioxidant Capacity and Catechins and Decrease LDL Oxidation in Humans. Journal of Nutrition, 2010; 141 (1): 56 DOI: 10.3945/jn.110.121269
Cite This Page:


text:
Purpose of Assignment
To develop effective relationship marketing, a company must first understand its targeted consumers' buying influences and behaviors. This week's assignment is the first part of the development of a marketing plan. It provides the foundation of the marketing plan and introduces the student to a variety of diagrammatic tools for understanding a business.
Assignment Steps
To develop effective relationship marketing, a company must first understand its targeted consumers' buying influences and behaviors. In Week 2, create the Research section of your plan.
Create the research section of your marketing plan in minimum of 700 words.
Include at least 3 elements of the Research List of Topics (see list below):
Research List of Topics:
Primary Research
Secondary Research
Consumer Analysis
Customer Profile
Continuous Consumer Monitoring & Research
Environmental Scanning
Identify Market, Economic, Technological, Regulatory, Legal, Social, and Ecological Forces
Current Opportunities
Potential Future Opportunities
Current Threats
Potential Future Threat
Diagrams are not required but can be used to provide clarity and conciseness. Diagrams (and subsequent discussion) can include SWOT (emphasizes internal market–Strengths, Weakness, Opportunities, Threats) TOWS (emphasizes the external market–Threats, Opportunities, Weakness, Strength), PEST (Political, Economical, Social, Technological), SOAR (Strengths, Opportunities, Aspirations, Results), and/or STEEP (Social, Technological, Environmental, Economical, Political). All diagram(s) should be in APA format and must include a subsequent discussion of the diagram(s) providing insight and clarity.
Develop the first two parts of the Target Market section, which includes an overview of the demographics (age, income, family members, and birthdays) and psychographics (activities, interests, and opinions) analysis. This is not a detailed analysis but an overview (basic trends and insights from the data that is presented in annual reports and other SEC type filings).
Explain the insights you have gained from your inspection and analysis of the demographic and psychographic information you have found.
This assignment will be incorporated into your overall marketing plan for Week 6.
Cite a minimum of three peer-reviewed references.
Format your assignment consistent with APA guidelines. (NO PLAGIARISM)

subset: commoncrawl


text:
I hope you have been enjoying the game and I appreciate you taking the time to create an account. Simply fill out the form below and confirm the email address. If there are any issues please contact email@example.com.
Excellent job beating the game! To unlock the Level Editor you need to create an account so I can save your progress. Simply fill out the form below and confirm the email address. If there are any issues please contact email@example.com.
Gidget is a game designed to teach computer programming concepts through debugging puzzles. Gidget the robot was damaged on its way to clean up a chemical spill and save the animals, so it is the players' job to fix Gidget's problematic code to complete all the missions. As the levels become more challenging, players can combine newly introduced concepts with previously used commands to succeed solving the puzzles and progress through the game.
The research and development of Gidget is led by Michael J. Lee . Prior to its public release, over 800 online participants played through various versions of the game, and over 60 teenagers played through the game and created their own levels during four summer camps.
Research and development have been generously sponsored by the National Science Foundation (NSF), Microsoft's Software Engineering Innovation Foundation (SEIF), and Google.
If you enjoy playing Gidget and would like to help keep it running, please consider donating to help pay for server and bandwidth costs.
Hello! You may continue to play the game, but I cannot save your progress unless you are logged in.
Thanks for helping me with my missions!
However, I can't do it without you. I hope you come back soon!


text:
$ oc get svc/docker-registry --template='{{.spec.sessionAffinity}}'
When using a scaled registry with a shared NFS volume, you may see one of the following errors during the push of an image:
digest invalid: provided digest did not match uploaded content
blob upload unknown
blob upload invalid
These errors are returned by an internal registry service when Docker attempts to push the image. Its cause originates in the synchronization of file attributes across nodes. Factors such as NFS client side caching, network latency, and layer size can all contribute to potential errors that might occur when pushing an image using the default round-robin load balancing configuration.
You can perform the following steps to minimize the probability of such a failure:
Ensure that the sessionAffinity
of your docker-registry service is set
to ClientIP
$ oc get svc/docker-registry --template='{{.spec.sessionAffinity}}'
This should return ClientIP
, which is the default in recent OpenShift Container Platform
versions. If not, change it:
$ oc patch svc/docker-registry -p '{"spec":{"sessionAffinity": "ClientIP"}}'
Ensure that the NFS export line of your registry volume on your NFS server has
the no_wdelay
options listed. The no_wdelay
option prevents the server from
delaying writes, which greatly improves read-after-write consistency, a
requirement of the registry.
The guidelines for NFS are recommended to help you get started. You may switch off from NFS when moving to production. |
This error occurs when the pulled image is pushed to an image stream different from the one it is being pulled from. This is caused by re-tagging a built image into an arbitrary image stream:
$ oc tag srcimagestream:latest anyproject/pullimagestream:latest
And subsequently pulling from it, using an image reference such as:
During a manual Docker pull, this will produce a similar error:
Error: image anyproject/pullimagestream:latest not found
To prevent this, avoid the tagging of internally managed images completely, or re-push the built image to the desired namespace manually.
There are problems reported happening when the registry runs on S3 storage back-end. Pushing to a Docker registry occasionally fails with the following error:
Received unexpected HTTP status: 500 Internal Server Error
To debug this, you need to view the registry logs. In there, look for similar error messages occurring at the time of the failed push:
time="2016-03-30T15:01:21.22287816-04:00" level=error msg="unknown error completing upload: driver.Error{DriverName:\"s3\", Enclosed:(*url.Error)(0xc20901cea0)}" http.request.method=PUT ... time="2016-03-30T15:01:21.493067808-04:00" level=error msg="response completed with error" err.code=UNKNOWN err.detail="s3: Put https://s3.amazonaws.com/oso-tsi-docker/registry/docker/registry/v2/blobs/sha256/ab/abe5af443833d60cf672e2ac57589410dddec060ed725d3e676f1865af63d2e2/data: EOF" err.message="unknown error" http.request.method=PUT ... time="2016-04-02T07:01:46.056520049-04:00" level=error msg="error putting into main store: s3: The request signature we calculated does not match the signature you provided. Check your key and signing method." http.request.method=PUT atest
If you see such errors, contact your Amazon S3 support. There may be a problem in your region or with your particular bucket.
If you encounter the following error when pruning images:
BLOB sha256:49638d540b2b62f3b01c388e9d8134c55493b1fa659ed84e97cb59b87a6b8e6c error deleting blob
And your registry log contains the following information:
error deleting blob \"sha256:49638d540b2b62f3b01c388e9d8134c55493b1fa659ed84e97cb59b87a6b8e6c\": operation unsupported
It means that your custom configuration file lacks mandatory entries in the
storage section, namely
set to true. Add them, re-deploy the registry, and
repeat your image pruning operation.


text: Photo – Brandenburg Gate, by GHD Berlin has boomed since the two halves, East and West, were joined after the fall of the Wall in 1989. Sharp new shops, bars, restaurants, cafes and clubs have sprung up over drab wastelands. The bold creations in Europe's most vibrant architectural capital stand alongside restored old landmarks. I took… Continue reading


text:
It's the season for weekend fun runs, charity 5Ks and multi-stage team relays. But as recreation and competitive runners hit the roads and trails to prepare for upcoming events, Redmond physical therapist Maureen Madden, reminds us that avoiding common early season training mistakes can keep runners healthy and competitive throughout the season.
This is an especially important message considering about 60 to 65 percent of all runners experience an injury during the average year.
"Running injuries are common Madden, especially early in the season when people are training and prepping for races by getting their bodies back into shape," said, owner of PT Pro in Redmond. "Plantar fasciitis, Achilles problems, knee pain, IT band friction syndrome … these are all common running injuries, often caused this time of year by doing too much too soon, and doing so lacking proper strength, flexibility or form."
To help keep runners on schedule throughout the spring and summer outdoor season, Madden suggests avoiding the following five running mistakes:
Skipping Warmup and Cooldown
While workout windows can be tight and difficult to secure during a given week, don't use time constraints as an excuse to avoid properly warming up and cooling down before and after a run, Maddensaid. Some walking, light jogging, skipping, high knees and butt kicks prior to running increases heart rate and circulation, loosens up the joints and increases blood flow to the muscles. For your cooldown, do some light walking and stretching to help reduce the buildup of lactic acid, which can lead to stiffness and muscle cramps.
Wearing the Wrong Shoes
How your feet strike the ground will affect muscles and joints throughout your body's entire kinetic chain, from the feet and ankles, through the knees and hips, and up into your spine and torso. "If your shoes don't fit properly, support your feet correctly or sufficiently absorb the impact of each stride, you're going to feel it," Maddensaid. "It's important to not only wear a good, high-quality shoe, but also one that matches your foot type."
Not Listening to the Body
Don't subscribe to a "no pain, no gain" model when running. Sure, you'll want to push your body hard, Maddensaid, but if you feel pain or an unnatural level of discomfort or fatigue, stop, assess and seek treatment from a physical therapist or other medical professional, if necessary.
Focusing Only on Cardio Fitness
With running, cardio fitness is certainly important. But when it comes to both injury prevention and performance enhancement, flexibility and strength are equally as vital. Stretch daily and during cooldown periods, Madden said, and build strength in your calves, knees, hips and core through heel drops and body weight squats.
Forgetting to Rest
It's good to push yourself, but rest and recovery are essential in avoiding injury, burnout and plateauing before you've reached your fullest potential. So always work rest into your long-term training regimen. "This doesn't mean just kicking up your feet and relaxing for a day," Maddensaid. "Sometimes, 'rest' can simply mean mixing up your training so you're not challenging your body the same way every day."
To learn more about proper training, including personalized assessments and the development of training regimens that can enhance your running performance and ensure optimal injury prevention, contact the physical therapy team at PT Pro.


text:
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So there are actually countries other then Japan that produce decent animation. If you happen to want to discuss any of them, you can do so here.
There are currently 1 users browsing this forum. (0 members & 1 guests)


text:
Concord NC Storm Damage Repair and Cleanup
Storms are very unpredictable and can strike at any time of the year, which is unfortunate for homeowners in North Carolina. Each year they are hit with nasty storms, and need someone to help them come clean it up. Luckily, you have come to the right place. Disaster Pros of North Carolina has been in the business for over 30 years, helping residents get back on their feet after such a disaster. We know that it can be very difficult for homeowners to deal with losing their home due to storm damage, and that is why we only offer the best of the best when it comes to services. All of our technicians are IICRC certified, and our equipment is IICRC certified. We follow all standards set out by the IICRC, as well as surpass them. We can restore anything from fallen trees to boarding up windows and doors.
As a leading disaster recovery contractor we provide the following services property owners: basement water damage, fire and smoke damage , water and flood damage, and
Following any storm that has caused damages to one's property, a fast response is needed for a successful cleanup. Many insurance agents need particular actions be taken, such as short-term roofing tarps being put in place for damaged roofs, along with emergency board up of windows and doors that may have been damaged in a terrible storm. This prevents any further damage from happening to your property, and makes sure that nobody gets in or out of your residence. After you have filed your claim, the next step is to call a professional company who specializes in storm damage repair. That is where we come in! In most cases, we can be to your location within an hour of your call. From there, we will begin a thorough assessment of your property to spot all damages done by the storm. Then we will set up a restoration plan with you, and once we get the O.K, we will begin the restoration process.
Emergency Tarps, Board Ups, and Tree Removal Services in Concord, North Carolina
Disaster Pros of North Carolina has been in the business for over 30 years, which means that we have extensive knowledge and expertise in the field of storm damage repairs. We have trucks on hand that are fully loaded with our high tech equipment, and ready to be dispatched at your call! We are available 24 hours a day, 7 days a week, and 365 days a year for your convenience. Our company is fully licensed, bonded and insured, and we are also a FEMA approved contractor. Because of our excellent customer service, we are even accredited by the BBB (Better Business Bureau). Customer satisfaction is our number one goal, so we will even work around the clock if need be. Let our expertise be of use to you in your time of need, and call the professionals at Disaster Pros of North Carolina today! We can guarantee that you will not be disappointed.
Resources for property owners in the Concord region:


text:
New research gives the first accurate estimate of how much faster the Earth's core is rotating compared to the rest of the planet.
Previous research had shown that the Earth's core rotates faster than the rest of the planet. However, scientists from the University of Cambridge have discovered that earlier estimates of 1 degree every year were inaccurate and that the core is actually moving much slower than previously believed — approximately 1 degree every million years. Their findings are published today, Sunday 20 February, in the journal Nature Geoscience.
The inner core grows very slowly over time as material from the fluid outer core solidifies onto its surface. During this process, an east-west hemispherical difference in velocity is frozen into the structure of the inner core.
"The faster rotation rates are incompatible with the observed hemispheres in the inner core because it would not allow enough time for the differences to freeze into the structure," said Lauren Waszek, first author on the paper and a PhD student from the University of Cambridge's Department of Earth Sciences. "This has previously been a major problem, as the two properties cannot coexist. However, we derived the rotation rates from the evolution of the hemispherical structure, and thus our study is the first in which the hemispheres and rotation are inherently compatible."
For the research, the scientists used seismic body waves which pass through the inner core – 5200km beneath the surface of the Earth – and compared their travel time to waves which reflect from the inner core surface. The difference between the travel times of these waves provided them with the velocity structure of the uppermost 90 km of the inner core.
They then had to reconcile this information with the differences in velocity for the east and west hemispheres of the inner core. First, they observed the east and west hemispherical differences in velocity. They then constrained the two boundaries which separate the hemispheres and found that they both shifted consistently eastward with depth. Because the inner core grows over time the deeper structure is therefore older, and the shift in the boundaries between the two hemispheres results in the inner core rotating with time. The rotation rate is therefore calculated from the shift of the boundaries and the growth rate of the inner core.
Although the inner core is 5200km beneath our feet, the effect of its presence is especially important on the Earth's surface. In particular, as the inner core grows, the heat released during solidification drives convection in the fluid in the outer core. This convection generates the Earth's geomagnetic field. Without our magnetic field, the surface would not be protected from solar radiation, and life on Earth would not be able to exist.
"This result is the first observation of such a slow inner core rotation rate," said Waszek "It therefore provides a confirmed value which can now be used in simulations to model the convection of the Earth's fluid outer core, giving us additional insight into the evolution of our magnetic field."
For more information, contact:
Lauren Waszek
Mobile: +44 (0) 7766881777
Email: [email protected]
Dr Arwen Deuss
Mobile: +44 (0)7913416063
Email: [email protected]
Dr Jessica Irving
[email protected]
Notes to editors:
The paper 'Reconciling the hemispherical structure of Earth's inner core with its super-rotation' is scheduled for advanced online publication in Nature Geoscience on Sunday 20 February.


text:
Perfect for a laid-back but still put-together look, the Not So Subtle Button Down Top is lightweight, textured, and oversized, so you can feel comfortable while still looking fantastic. With a collared, button down design, you can easily dress up your casualwear - just pair with the Not So Subtle Wide Leg Pants for a complete outfit! Looking good has never felt so effortless!
- Lightweight Crinkle Woven
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S: Chest 48" Length 28"
M: Chest 51" Length 29"
L: Chest 54" Length 29"
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Model Sarah is wearing size S
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Suggested Pairings:
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- Carefree Seamless Reversible Tank In White


text:
New showdown for teachers
looks at the debates among teacher activists across the U.S. as the Chicago Teachers Union squares off with the new mayor, Rahm Emanuel.
CHICAGO TAKES center stage for teachers' struggles in July amid the annual convention of the National Education Association (NEA), a gathering of reform activists and the battle with Chicago's new mayor over cancellation of teachers' raises.
Chicago Mayor Rahm Emanuel added to the latest wave of attacks on teachers' unions when his handpicked school board, dominated by business executives and billionaires like Penny Pritzker, voted June 22 to cancel the scheduled 4 percent raise for members of the Chicago Teachers Union (CTU). The move--justified by a school budget deficit put at more than $700 million--could trigger early contract talks that could result in a strike.
"Our children got the shaft," Emanuel said of scheduled teachers' raise.
A week later, more than 1,000 CTU members and supporters answered Emanuel with an angry picket line that circled the block and culminated in a rally at the Chicago Board of Trade--a recipient of tax money diverted from schools, where Chicago School Board President David Vitale was once the boss.
As Marcy Hardaloupas, an elementary school teacher for 20 years on the city's Southwest Side, said as she walked the picket line:
The situation has become horrendous. Teachers are being blamed for what [politicians and school officials] are doing. They're the ones who are increasing class sizes, who don't want to pay teachers, who are firing teachers, and passing kids at the 24th percentile, and then blaming the teachers the next year and asking, "Why aren't your students at the 80th percentile."
Jennifer Johnson, a high school teacher and member of the CTU executive board, added:
We're drawing the line in the sand. All of these unions that have made concessions have been under the gun, and they feel like the only way to get public support is taking these hits. But as we're seeing, it's only going to keep hitting and hitting.
They're not actually keeping their promises not to cut jobs. CPS said last year that if you give up the 4 percent raise, we still won't guarantee that we're not cutting jobs. We've been given no promises here. If we just keep giving, they're going to keep taking.
That demonstration came a week after hundreds of members of the CTU marched on the Hyatt Hotel, along with members of Service Employees International Union and the Stand Up Chicago coalition to protest the CFO Executive Summit, a meeting of chief financial officers top businesses in the U.S.
The unions held the protest to target corporations that fail to pay taxes, which could help avoid education budget cuts, as well as to point the finger at Hyatt Hotels, an anti-union company run by the Pritzker family, which is deeply involved in corporate school "reform" efforts.
AT THE June 22 meeting, the board heard a lengthy report from Jean-Claude Brizard, the new CEO of Chicago Public Schools (CPS).
Brizard, a product of the New York City Department of Education and billionaire-run Broad Institute that trains school chiefs, was brought to Chicago after a stint running schools in Rochester, N.Y. There, 95 percent of teachers voting expressed no confidence in his leadership.
Brizard, a Haitian-American, strikes a different image than his technocrat predecessor, Ron Huberman, the ex-cop who ran Chicago's transit system before taking over at CPS. During Brizard's report to the board on his visits to Chicago schools, he even quoted Martin Luther King in support of his proposals to reduce violence affecting Chicago school students.
But later in the meeting, the board made its priorities all too clear: While the CTU members' raises would be cancelled, Brizard and other top officials would get pay increases.
The school CEO will be paid $250,000, a $20,000 raise over his predecessor and a higher salary than Emanuel gets. Even bigger raises have gone to Chief Administrative Officer Tim Cawley, who will get $215,000 compared to $179,167 for his predecessor. Even the school system's PR chief, Becky Carroll, will bring home $165,000, nearly $35,000 more than her person she replaces.
The board's arrogance in raising pay for administrative hacks while freezing teachers' pay will make it harder to make teachers out to be the greedy villains in Emanuel's unfolding political struggle with the union. "This is a real gift to us," one CTU official said.
If Emanuel is cocky about taking on the CTU, it's in part because he's armed with a new anti-union state law known as SB 7, which, among other things, requires 75 percent of CTU bargaining unit members to vote to approve a strike, and mandates a protracted negotiation and mediation process that makes a legal strike almost impossible to achieve.
CTU President Karen Lewis initially joined the two state teachers' union federations in endorsing the legislation until she was reversed by the CTU's executive board and House of Delegates.
The debate on SB 7 has reinvigorated the Caucus of Rank and File Educators (CORE) caucus, which won office a year ago. CORE activists have responded to the CTU's call for an activist campaign to fight for the $250 million diverted from schools and into tax increment financing (TIF) districts, which hand out development money to politically connected business.
Now, the CTU is calling for four financial institutions--including Bank of America and Goldman Sachs--to return $120 million that they have made off CPS through an interest rate swap deal, thanks to super-low interest rates set by the Federal Reserve.
With Emanuel threatening the CTU--he's also trying to bully other city unions to take another round of concessions, this time worth $20 million--the lines are being drawn. CTU is expected to sit down with the board to try to negotiate over the pay issue.
"This action that the board takes--and they knew it very well---could lead to a strike, so that's what that's about," Karen Lewis told reporters. "This is not about, 'We're going to strike.' I did not say that. I did say these are actions that could lead to a strike."
THE SHOWDOWN in Chicago takes place as ongoing attacks on teachers' unions nationwide shift into high gear.
The budget crises that affect almost every urban school district are being used to gain greater leverage for "school reform."
In Detroit, for example, Republican Gov. Rick Snyder and the Detroit Public Schools emergency manager, Roy Roberts, will oversee a new Education Achievement System (EAS) that will become a statewide school district, covering the bottom 5 percent of performing schools in Michigan.
It isn't clear where the EAS, set to begin in the 2012-2013 school year, will leave members of the Detroit Federation of Teachers (DFT). The union is already reeling under a contract deal that "loaned" the district $500 per month in teachers' pay until they leave the district, and another 10 percent pay cut for the coming school year. The DFT is also in the throes of a struggle in which union president Keith Johnson is accused of manipulating contract vote outcomes and union election results.
A similar scorched-earth strategy is being pursued by Providence, R.I., Mayor Angel Taveras, who sent layoff notices to all 1,934 Providence teachers earlier this year. This was a follow-up to the mass firing of teachers at Central Falls High School last year, which was reversed after a union campaign.
These dramatic frontal assaults on teachers' unions get the attention, and for good reason. But teachers in most states are under growing pressure from state lawmakers, both because of the general legislative assault on public-sector unions, as well as laws passed to compete for $4.3 billion in federal money under the Race to the Top competitive grant program.
Only a handful of states secured funds from the program, but school reformers were big winners in every case, as legislators followed their script and imposed "reforms," like rigid evaluation systems and merit pay, while opening the door to nonunion charter schools.
Now, U.S. Secretary of Education Arne Duncan plans to use a Race to the Top-style competition once again, this time offering waivers to states that fail to meet the unattainable student achievement requirements of the federal No Child Left Behind law--but only if states agree to yet further reforms.
THE RESPONSE of national teachers' union leaders to this onslaught has been to try to avoid direct confrontation, retreat on long-held positions, and search for "partners" who will allow the unions to participate in corporate-driven school reform--even at the cost of major concessions.
Thus, American Federation of Teachers (AFT) President Randi Weingarten has argued that the union must "lead and propose" when it comes to reform. To that end, she's personally intervened in contract negotiations in cities like Pittsburgh, Baltimore, New Haven, Conn., Washington, D.C., and Tampa Fla. to push deals that undermine, if not fully abandon, traditional tenure protections for teachers.
Weingarten's latest gambit: an AFT "groundbreaking partnership" with the American Association of School Administrators to "to continuously improve the nation's teaching force, revamp teacher development and evaluation systems, and provide teachers and schools the tools and support they need."
In other words, the AFT wants teachers to give their bosses in the schools even more say-so over evaluation systems that will determine whether they can keep their jobs.
For his part, NEA President Dennis Van Roekel has been more critical of the school reform gang. In a recent opinion piece for union members, he wrote:
Isn't it time we quit fads in education and went after what works? Education reform fashionistas don't think so. They've embraced the glossy new fad of "value-added" systems for measuring teacher performance as the answer to school improvement. Based on value-added statistical models, standardized test scores are used to track the growth of individual students as they progress through the grades and see how much "value" a teacher has added...
But what these fad reformers fail to see is the value-added system's potential to do more harm than good. A recent study prepared for the Department of Education shows that these systems tend to be wrong 35 percent of the time evaluating a teacher after one year, and still wrong 25 percent of the time after three years. It's fundamentally wrong to end someone's career--or decide pay and promotion--based on a statistical model that's incorrect one-quarter to one-third of the time.
At last year's NEA Representative Assembly, the keynote speaker was Diane Ravitch, the former assistant Secretary of Education-turned-scourge of corporate school reformers like Microsoft billionaire Bill Gates. By contrast, the main speaker at the AFT convention was...Bill Gates.
But it turns out that on school reform issues, there are fewer differences between the NEA and AFT than meet the eye.
Despite his criticism of "value-added" models for teacher performance, van Roekel is seeking delegate approval for a union policy that gives a lot of ground to school reformers on teacher evaluation issues--too much, in the eyes of many NEA activists. The policy calls for "valid, reliable, high quality standardized tests that provide meaningful information regarding student learning and growth"--that is, it puts the NEA on record as tying teacher evaluation to student test results.
According to Steve Sawchuk of Education Week, the statement will provoke a debate at this year's NEA Representative Assembly, set for June 30-July 5 in Chicago.
Illinois Education Association activist and blogger Fred Klonsky made a similar prediction: "In the current atmosphere of teacher bashing, the difficulty of doing teacher evaluation right is not going to get settled by a policy statement coming out of the RA. The statement on test scores ought to be deleted. Look for a spirited floor fight."
Another key issue at the NEA gathering will be the union leadership's proposal to give an early endorsement to President Barack Obama for his reelection campaign, despite the administration's role in accelerating attacks on teachers' union. And this year, the keynote speech won't be delivered by an opponent of corporate school reform, but one of its chief enforcers: Vice President Joe Biden.
WITH union leaders failing to provide a strategy for resisting the carve-up of public education, a network of genuine school reformers--teacher union militants from across the U.S.--will meet in Chicago July 6 following the NEA convention to hold a National Conference to Fight Back for Public Education. Sponsored by CORE, the meeting is aimed at assessing the results of reform leaderships of teachers' unions and developing a strategy for the months and years ahead.
The meeting is timely. The most high profile reform leadership of a major teachers' union local, United Teachers Los Angeles (UTLA), recently suffered an election defeat after failing to stop a series of concessionary agreements. The union's lame-duck president, A.J. Duffy, then reached an agreement for continued pay cuts in exchange for a partial rollback of layoffs, even though the district is scheduled to receive tax money that would make layoffs and pay cuts unnecessary.
The key reform group in UTLA, Professional Educators for Action (PEAC), supported the concession as a means to preserve member's jobs. But it isn't clear that the agreement will bring back all the jobs that were promised: Many LA school principals are refusing to spend the money at their disposal to "buy back" teachers' jobs.
Beyond the Chicago meeting, other efforts are underway to build an active campaign to defend public education by uniting teachers, students and their families. To that end, a national meeting and Save our Schools march has been called for July 28-31 in Washington, D.C.
These efforts are vital. The attempts to carve up and privatize public education will only continue until unions, parents and communities are organized enough to put forward their own agenda of free, quality public education available for all--with full union rights for teachers.


text: This blonde slut have several toys to play. After a small interview, she told us some if its details and told us about her favorite toys. A little bit after she stripped her clothes and displayed her arsenal, slowly playing one-by-one the dildos got larger, bigger and more destructive. She said that when she is horny she like it deep and hardcore. Some masturbating girls have no limits, she is one good example of those. Playing with one toy at a time is not her business. She likes to play with several. You'll see her show in this nice video.


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Train timetable Abdulino → Kamensk-Uralskiy
Train Itinerary | Itinerary | Departure | Arrival | Train schedule | Price |
346СAdler — Nizhnevartovsk Itinerary | Adler — Nizhnevartovsk Itinerary | Departure07:17 23 h 34 min | Arrival06:51 | 24.07, 26.07, 28.07 | from 3723Rруб. |
289СAnapa — Ekaterinburg Itinerary | Anapa — Ekaterinburg Itinerary | Departure09:21 19 h 11 min | Arrival04:32 | 24.07, 25.07, 26.07 | from 3323Rруб. |
147ЖAstrakhan — Nizhnevartovsk Itinerary | Astrakhan — Nizhnevartovsk Itinerary | Departure17:46 17 h 18 min | Arrival11:04 | 24.07, 25.07, 26.07 | from 3323Rруб. |
Abdulino - Kamensk-Uralskiy train timetable
On our website you can view the Abdulino – Kamensk-Uralskiy train timetable and buy round trip tickets.
Below you will find all the information on prices, car types and availability of seats on the selected route.
Ticket prices for the Abdulino - Kamensk-Uralskiy train
Train ticket prices depend on three main factors: date of purchase, train type and car type.
- Remember that the earlier you buy your tickets, the cheaper they will be
- Seats in 2-person sleeper cars and 4-person sleeper compartments are the most expensive, while tickets for economy class cars with no confirmed berth are the cheapest
How to buy a train ticket
It is very easy to buy an e-ticket for the Abdulino – Kamensk-Uralskiy train on our website:
- Select the route and date
- Select a train
- Select the number of passengers
- Enter your personal details
- Select a payment method
- После оплаты заказа, билеты будут отправлены вам на почту (en)
If you have an e-ticket, just show your passport (identity document) to the train attendant when boarding.
Please note: to buy return tickets, follow the same steps, just change the date and select the return train
Advantages of UFS.Travel
Planning a trip? UFS.Travel will help you quickly find all you need for a comfortable journey!
With UFS.Travel you can:
- view the timetable of the Abdulino - Kamensk-Uralskiy train;
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Our service will help you save time and money! You can find out about all changes to Abdulino-Kamensk-Uralskiy passenger trains timetable in advance, and buy train tickets without leaving your home.


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Resilience Training for Educators
By Martin Seligman, Ph.D.
What is positive education?
"Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren." From Positive education: Positive psychology and classroom interventions by Martin E.P. Seligman, Randal M. Ernst, Jane Gillham, Karen Reivich, and Mark Linkins
Teaching Well-Being in Schools
The following is an excerpt from Flourish: A Visionary New Understanding of Happiness and Well-Being
First, a quiz:
Question one: in one or two words, what do you most want for your children?
If you are like the thousands of parents I've polled you responded, "Happiness," "Confidence," "Contentment," "Fulfillment," "Balance," "Good stuff," "Kindness," "Health," "Satisfaction," "Love," "Being civilized," "Meaning," and the like. In short, well-being is your topmost priority for your children.
Question two: in one or two words, what do schools teach?
If you are like other parents, you responded, "Achievement," "Thinking skills," "Success," "Conformity," "Literacy," "Math," "Work," "Test taking," "Discipline," and the like. In short, what schools teach is how to succeed in the workplace.
Notice that there is almost no overlap between the two lists.
The schooling of children has, for more than a century, paved the boulevard toward adult work. I am all for success, literacy, perseverance, and discipline, but I want you to imagine that schools could, without compromising either, teach both the skills of well-being and the skills of achievement. I want you to imagine positive education.
Should well-being be taught in schools?
The prevalence of depression among young people is shockingly high worldwide. By some estimates, depression is about ten times more common now than it was fifty years ago. This is not an artifact of greater awareness of depression as a mental illness, since much of the data arises from door to door surveys which ask tens of thousands of people "did you ever try to kill yourself?," "did you ever cry every day for two weeks?," and the like without ever mentioning depression. Depression now ravages teenagers: fifty years ago, the average age of first onset was about thirty. Now the first onset is below age fifteen.
There is much more depression, affecting those much younger, and average national happiness—which has been measured competently for a half century—has not remotely kept up with how much better the objective world has become. Happiness has gone up only spottily, if at all. The average Dane, Italian, and Mexican is somewhat more satisfied with life than fifty years ago, but the average American, Japanese, and Australian is no more satisfied with life than fifty years ago, and the average Brit and German is less satisfied. The average Russian is much unhappier.
Two good reasons that well-being should be taught in schools are the current flood of depression and the nominal increase in happiness over the last two generations. A third good reason is that greater well-being enhances learning, the traditional goal of education. Positive mood produces broader attention, more creative thinking, and more holistic thinking. This, in contrast to negative mood, which produces narrowed attention, more critical thinking, and more analytic thinking. When you're in a bad mood, you're better at "what's wrong here?" When you're in a good mood, you're better at "what's right here?" Even worse: when you are in a bad mood, you fall back defensively on what you already know, and you follow orders well. Both positive and negative ways of thinking are important in the right situation, but all too often schools emphasize critical thinking and following orders rather than creative thinking and learning new stuff. The result is that children rank the appeal of going to school just slightly above going to the dentist. In the modern world, I believe we have finally arrived at an era in which more creative thinking, less rote following of orders—and yes, even more enjoyment—will succeed better.
I conclude that, were it possible, well-being should be taught in school because it would be an antidote to the runaway incidence of depression, a way to increase life satisfaction, and an aid to better learning and more creative thinking.
Can well-being be taught in schools?
My research team, led by Karen Reivich and Jane Gillham, has devoted much of the last twenty years to finding out, using rigorous methods, whether well-being can be taught to school children. We believe that well-being programs, like any medical intervention, must be evidence based, so we have tested two different programs for schools: the Penn Resiliency Program (PRP), and the Strath Haven Positive Psychology Curriculum. Here are our findings.
The Penn Resiliency Program
First, let me tell you about the Penn Resiliency Program: its major goal is to increase students' ability to handle day-to-day problems that are common during adolescence. PRP promotes optimism by teaching students to think more realistically and flexibly about the problems they encounter. PRP also teaches assertiveness, creative brainstorming, decision making, relaxation, and several other coping skills. PRP is the most widely researched depression-prevention program in the world. During the past two decades, twenty-one studies have evaluated PRP in comparison to control groups. Many of these studies used randomized controlled designs. Together these studies include more than three thousand children and adolescents between the ages of eight and twenty-two. Here are the basic findings:
- Penn Resiliency Program reduces and prevents symptoms of depression.
- Penn Resiliency Program reduces hopelessness. The meta-analysis also found that PRP significantly reduced hopelessness, increased optimism, and increased well-being.
- Penn Resiliency Program prevents clinical levels of depression and anxiety.
- Penn Resiliency Program reduces and prevents anxiety.
- Penn Resiliency Program reduces conduct problems.
- PRP works equally well for children of different racial/ethnic backgrounds.
- Penn Resiliency Program improves health-related behaviors, with young adults who complete the program having fewer symptoms of physical illness, fewer illness doctor visits, better diet and more exercise.
- Training and supervision of group leaders is critical.
- The fidelity of curriculum delivery is critical.
The Strath Haven Positive Psychology Curriculum
So the Penn Resiliency Program reliably prevents depression, anxiety, and conduct problems in young people. Resilience, however, is only one aspect of positive psychology; the emotional aspect. We designed a more comprehensive curriculum that builds character strengths, relationships, and meaning, as well as raises positive emotion and reduces negative emotion. With a $2.8 million grant from the U.S. Department of Education, we carried out a large randomized, controlled evaluation of this high school positive psychology curriculum. At Strath Haven High School, outside of Philadelphia, we randomly assigned 347 ninth-grade students (fourteen- to fifteen-year-olds) to language arts classes. Half the classes incorporated the positive psychology curriculum; the other half did not. Students, their parents, and teachers completed standard questionnaires before the program, after the program, and over two years of follow-up. We tested students' strengths (for instance, love of learning, kindness), social skills, behavioral problems, and how much they enjoyed school. In addition, we looked at their grades.
The major goals of this global program are (1) to help students identify their signature character strengths and (2) to increase their using these strengths in their daily lives. In addition to these goals, the intervention strives to promote resilience, positive emotion, meaning and purpose, and positive social relationships. The curriculum consists of more than twenty eighty-minute sessions delivered over the ninth-grade year. These involve discussing character strengths and the other positive psychology concepts and skills, a weekly in-class activity, real-world homework in which students apply these skills in their own lives, and journal reflections.
Here are two examples of the exercises we use in the curriculum:
Three-Good-Things Exercise
We instruct the students to write down daily three good things that happened each day for a week. The three things can be small in importance ("I answered a really hard question right in language arts today") or big ("The guy I've liked for months asked me out!!!"). Next to each positive event, they write about one of the following: "Why did this good thing happen?" "What does this mean to you?" "How can you have more of this good thing in the future?"
Using Signature Strengths in New Ways
Honesty. Loyalty. Perseverance. Creativity. Kindness. Wisdom. Courage. Fairness. These and sixteen other character strengths are valued in every culture in the world. We believe that you can get more satisfaction out of life if you identify which of these character strengths you have in abundance and then use them as much as possible in school, in hobbies, and with friends and family.
Students take the Values in Action Signature Strengths test (go to Test Center) and use their highest strength in a new way at school in the next week. Several sessions in the curriculum focus on identifying character strengths in themselves, their friends, and the literary figures they read about, and using those strengths to overcome challenges.
Here are the basic findings of the positive psychology program U.S. Department of Education program at Strath Haven:
Engagement in learning, enjoyment of school, and achievement
The positive psychology program improved the strengths of curiosity, love of learning, and creativity, by the reports of teachers who did not know whether the students were in the positive psychology group or the control group. (That's what is called a "blind" study because the raters do not know the status of the students they are rating.) The program also increased students' enjoyment and engagement in school. This was particularly strong for regular (nonhonors) classes, in which positive psychology increased students' language arts grades and writing skills through eleventh grade. In the honors classes, grade inflation prevails and almost all students get As, so there is too little room for improvement. Importantly, increasing well-being did not undermine the traditional goals of classroom learning; rather it enhanced them.
Social skills and conduct problems
The positive psychology program improved social skills (empathy, cooperation, assertiveness, self-control), according to both mothers' and "blind" teachers' reports. The program reduced bad conduct, according to mothers' reports.
The Geelong Grammar School Project
Is it possible that an entire school can be imbued with positive psychology?
In January 2008, Karen and I and fifteen of our Penn trainers (mostly MAPP graduates) flew to Australia to teach one hundred members of the Geelong Grammar faculty. In a nine-day course, we first taught the teachers to use the skills in their own lives—personally and professionally—and then we gave examples and detailed curricula of how to teach them to children. The principles and skills were taught in plenary sessions, and reinforced through exercises and applications in groups of thirty, as well as in pairs and small groups.
Following the training, several of us were in residence for the entire year, and about a dozen visiting scholars came, each for a week or more, to instruct faculty in their positive psychology specialties. Here's what we devised, which essentially divides into "Teaching it," "Embedding it," and "Living it."
Teaching It: Stand-alone courses and course units are now taught in several grades to teach the elements of positive psychology: resilience, gratitude, strengths, meaning, flow, positive relationships, and positive emotion.
Embedding It: Geelong Grammar teachers embed positive education into academic courses, on the sports field, in pastoral counseling, in music, and in the chapel. For example: English teachers use signature strengths and resiliency to discuss novels; Religion teachers ask students about the relationship between ethics and pleasure; Music teachers use resilience skills to build optimism from performances that did not go well. Athletic coaches teach the skill of "letting go of grudges" against teammates who perform poorly. Chapel is another locus of positive education. Scriptural passages on courage, forgiveness, persistence, and nearly every other strength are referenced during the daily services, reinforcing current classroom discussions.
Living It: Like all Geelong Grammar six-year-olds, Kevin starts his day in a semicircle with his uniformed first-grade classmates. Facing his teacher, Kevin's hand shoots up when the class is asked, "Children, what went well last night?" Eager to answer, several first graders share brief anecdotes such as "We had my favorite last night: spaghetti" and "I played checkers with my older brother, and I won." Kevin says, "My sister and I cleaned the patio after dinner, and Mum hugged us after we finished." The teacher follows up with Kevin. "Why is it important to share what went well?" He doesn't hesitate: "It makes me feel good." "Anything more, Kevin?" "Oh, yes, my mum asks me what went well when I get home every day, and it makes her happy when I tell her. And when Mum's happy, everybody's happy."
Positive education at Geelong Grammar School is a work in progress and is not a controlled experiment. Melbourne Grammar School up the road did not volunteer to be a control group. So I cannot do better than relate before-and-after stories. But the change is palpable, and it transcends statistics. The school is not frowny anymore. I was back again for a month in 2009, and I have never been in a school with such high morale. I hated to leave and return to my own frowny university. Not one of the two hundred faculty members left Geelong Grammar at the end of the school year. Admissions, applications, and donations are way up.
A New Prosperity
Prosperity-as-usual has been equated with wealth. Based on this formulation, it is commonly said in the rich nations that this may be the last generation to do better than its parents. That may be true of money, but is it more money that every parent wants his children to have? I don't believe so. I believe that what every parent wants for their children is more well-being than they themselves had. By this measure, there is every hope that our children will do better than their parents.
The time has come for a new prosperity, one that takes flourishing seriously as the goal of education and of parenting. Learning to value and to attain flourishing must start early—in the formative years of schooling—and it is this new prosperity, kindled by positive education, that the world can now choose.
Learn More About Positive Education
Flourish: A Visionary New Understanding of Happiness and Well-Being: Read chapters 4 ("Teaching Well-Being: The Magic of MAPP"), 5 ("Positive Education: Teaching Well-Being to Young People") and 6 ("GRIT, Character, and Achievement: A New Theory of Intelligence").
Research on Resilience/Positive Education
Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education (35) 3, 293-311.


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Arlington Heights police arrested a DUI driver about 1:00 a.m. Thursday after a traffic stop at Arlington Heights Road and Park. The male driver was transported in custody to Arlington Heights Police Department Headquarters. The driver's vehicle was towed to a police holding area.
Reasonable Suspicion to Investigate A Driver for DUI
Driving under the influence of alcohol to the extent that mental or motor skills are impaired is illegal in all jurisdictions in the United States. There are several traffic situations when a police officer comes into contact with a driver, and then follows procedures which lead to a DUI arrest:
- The driver has been involved in an automobile accident and the officer has responded to the accident scene and is conducting an investigation.
- The driver has been stopped at a sobriety checkpoint (also known as roadblocks).
- The police have received a report, possibly via 9-1-1 from an anonymous citizen, that a driver appears to be DUI. The police officer usually verifies the erratic driving before makeing the traffic stop.
- The patrol officer has observed erratic, suspicious driving, or a series of traffic infractions indicating the possibility that the driver may be impaired. This is by far the most common reason for stopping a suspect.
- A police officer has stopped a vehicle for a lesser traffic offense and notices the signs of intoxication.
The following list of DUI symptoms, from a publication issued by the National Highway Traffic Safety Administration (DOT HS-805-711), is widely used in training officers to detect drunk drivers. After each symptom is a percentage figure which, according to NHTSA, indicates the statistical chances (%) through research, that a driver is over the legal limit.
- Turning with wide radius, 65
- Straddling center or lane marker, 65
- Appearing to be drunk, 60
- Almost striking object or vehicle, 60
- Weaving, 60
- Driving on other than designated roadway, 55
- Swerving, 55
- Slow speed (more than 10mph below limit), 50
- Stopping (without cause) in traffic lane, 50
- Drifting, 50
- Following too closely, 45
- Tires on center or land marker, 45
- Braking erratically, 45
- Driving into opposing or crossing traffic, 45
- Signaling inconsistent with driving actions, 40
- Stopping inappropriately (other than in lane), 35
- Turning abruptly or illegally, 35
- Accelerating or decelerating rapidly, 30
- Headlights off, 30
If the officer observes enough to have a reasonable suspicion to legally justify a further detention and investigation, he will ask the driver to step out of the vehicle.
Reasonable suspicion requires less evidence than probable cause, but more than a mere hunch. A rule of thumb is that reasonable suspicion requires 25 % proof, and probable cause requires more than 50 % statistical chance. Therefore, if there is probable cause for arrest for DWI, as suggested by the research and examples used above, then there is reasonable suspicion to stop a driver.
A police officer typically approaches the driver's side window and asks some preliminary questions. During this phase of the traffic stop the officer will note if they detect any of the following indicators of intoxication
- odor of an alcoholic beverage on the driver's breath or in the car generally
- slurred speech in response to the questioning
- watery, blood shot, and/or reddish eyes
- flushed face
- droopy eyelids
- difficulty in understanding and responding intelligently to question
- fumbling with his or her driver's license and registration
- the plain-view presence of containers of alcoholic beverages in the vehicle.
- admission of consumption of alcoholic beverage


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Tips and Tricks
Working With In-Drafting Styles
Basics Of The Prompt Home Page
How To Search For Documents In Prompt
How to turn on previous searches in Google Chrome (Autofill)
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Smart Art text not formatting correctly after Prompt converts it to PDF
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Document Review Date - Why can't I change the Review Date when checking in a document?
Updated by Prompt Support
To change the Review Date when checking in a document, the document must first have been checked out with Review selected as the reason. If a document is checked out with the reasons Change or Formatting, when checking the document back in the Review Date is greyed out and not able to be changed.
The workaround for this is to check the document back in after filling in the mandatory fields and reason for the change; check the document out again and select Review as the reason then change the Review Date and check in.


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Tracking our Carbon Footprint
A sneak peek at the Bottom Lines Business Summit
At any NESEA or Bottom Lines meeting, Paul Eldrenkamp is likely to bring up the question "what's your number?"—meaning, what is the ONE number that it is critical for your business to track to understand how you're doing? For a growing number of Bottom Lines businesses, the key metrics to track are not only total sales and net profits, but also include a host of numbers related to the impact of our businesses on the planet, or more specifically, our carbon footprint. Our panel at the upcoming BuildingEnergy Bottom Lines Summit will dig into this topic in detail, to look at how five different businesses are asking the questions: What do we want to track? How do we want to track it? And how does collecting this data inform our business decisions going forward?
Take Placetailor, for example. After expanding their design/build business into the world of real estate development, they developed a cost analysis spreadsheet to help them quickly look at development opportunities to determine their viability. But then they asked, "Can we do the same thing with carbon?" and built out the tool to be able to look at the long term carbon payback in addition to the dollar payback. They're testing out the new tool on a few potential projects, with the goal of being able to develop projects in Boston that are truly Zero Carbon.
On a different scale, New Frameworks has been digging deep into the embodied energy of materials choices on their projects as part of their "deep climate response". They look at the embodied carbon in the various materials they use, and can compare two different materials that achieve the same result, and inform the final selection based on its carbon impact.
At Byggmeister, a residential remodeling company, their focus has been on tracking post-occupancy energy data for their renovation projects. Since they work exclusively with existing buildings, they are able to look at pre-construction energy use, post-occupancy data, and compare that to the energy modeling that they've done when scoping a project. This has led to increased accuracy in the modeling and they are able to use this analysis as a marketing and sales tool with potential clients, citing examples of energy savings on similar renovation projects.
At both Yestermorrow and South Mountain Company the focus has been more on the carbon footprint of business operations, looking at transportation, waste, purchasing, electricity and fuel usage. Approaching this from a carbon lens has given useful perspective on the overall impact of proposed changes to the system—for example, at Yestermorrow given the supply to the grid in VT, producing a large percentage of our electricity on-site with photovoltaics doesn't necessarily result in a significant carbon reduction, whereas reducing transportation emissions provides a much bigger opportunity to impact the whole. SMC came to similar conclusions about the impact of transportation emissions and has been focusing in that area versus on its facilities (which as design/build businesses usually feels like the low hanging fruit).
Across the board, these Bottom Lines businesses are on the cutting edge, diving into a level of analysis that's rare at a small business scale, and are enthusiastic about sharing what they've learned with their peers so that as an industry we can take more complete responsibility for the impacts each of our businesses has on the planet. Join us November 4th to learn more and engage in the conversation.
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How to go faster with the wave pumping technique.
- Rapid Brace Formula ($27 value)
- Greenland Forward Stroke ($27 value)
- Rough Water Dominiation ($55 value)
- Sea Kayak Secrets Ecourse ($55 value)
Everything From The Sea Kayak Secret Pkg. Plus
- Greenland Paddle Forward Stroke ($49 value)
- Paddling Fitness ($55 value)
- Winter Paddling ($55 value)
- Core Skills Of Kayaking ($38 value)
- Advanced Kayak Maneuvering ($49 value)
Here's what people are saying about my courses
HI Paulo, I've been using you online video for a few years now, starting with the layback rolling one. The most useful thing that I have taken from these videos is that torso rotation really starts at the feet and involves the butt & hips more so then twisting at the waist or shoulders. This has be a great help to me in preparing for upcoming BCU4* assessment & ACA L3 Instructor Certification Exam. My confidence in conditions and ability to maneuver my kayak is vastly improved. Your demonstrations and explanations are clear and concise and yet disclose some techniques that I have not seen in other online video courses.
Ryc Williamson
Portland, Washington
Your approach where the kayak becomes an extension of you. Instead of controlling the boat your approach is a more spiritual approach. Its different but allowed me more success and enjoyment.
Your segment on fitting the kayak to your body changed my not being able to balance brace to success the first time after fitting the kayak. Also made a dramatic difference in success on the forward finishing roll.
Finally you identified a number of fears, failing a roll, brace, etc. and developed drills to practice which solved a problem, and gave me an approach to overcome my fears.Bill Faulkenberry
The videos have elevated my skill levels substantially. First, they introduced me to the Greenland paddle. So I dusted off the Greenland that was hanging in our family room and after a month I was converted to being a Greenland paddler.
The videos show how to better maneuver a kayak. For example, now when I turn it's a stern draw and a bow rudder; it's automatic. The rolls are one continuous sweep and sculling, bracing and edging are smother.
The videos have given me tools to continually improve my skills. It's refreshing to learn from a master paddler.Carl Vopal
Thiensville, Wisconsin
If you are looking to get the most from your kayaking experience and want to extend your abilities, Paulo's bracing videos will help you do that in a methodical way. Paulo has a way of teaching that allows the student to excel at his own pace and build on prior lessons with ease.
When I first got my Greenland Paddle it was difficult for me to let go of my Euro Paddle techniques and my performance suffered from this. Paulo has opened another world for me with his patient teaching. I like the way the videos blend the use of rolling, bracing and sculling to form a solid set of skills that keep me from panic when I find myself in an unfamiliar, dynamic situation that requires immediate action.
My confidence has been greatly increased since I watched and applied these lessons.
Butch Chase
Juneau, Alaska
I am seeing great results with the exercises shown in the videos. I've taken rolling lessons before, but never had this success. Thank you for the wonderful videos
Jack C
Silverdale, WA
I couldn't roll or do a sculling brace before I watched Paulo's videos but now I can do both on both sides of the kayak. I'm very glad I came acress his rolling program and will definitly dontineu to follow his videos
Julie 😀
First, let me tell you that I bought your basic forward stroke videos and at 75,now 76, years of age I did what you said to do. (I had only kayaked once before and dug and drug the paddle using only my arms and shoulders.) By following your guidance I developed a reasonably good forward stroke from the git go. I can go out and paddle 3 or4 miles and really enjoy it. I used to be a rock and mountain climber, cross country skier, backpacker, and snowshoer but have lost some of the use of my legs. Your excellent video course has let me find an outdoor activity that I really enjoy
ST Cooper
Thanks for the great bracing vids. Very clear and helpful. ( I especially like the underwater shots. )
Steve Bullas
Your forward stroke video series are a pleasure to watch, I found that they are easy to follow and simply make sense.
You have a special way of breaking complex ideas into simple, easy to understand and useful advice.
I would recommend them to any paddler that wants to improve the efficiency of her/his forward stroke with any type of paddle.Monel
Your video series is comprehensive and very practical.
Paulo's courses are very well thought out and the video instructions are easy to follow. While my wife and I haven't gotten too far, we have definitely improved our paddling technique and general handling of the kayak.
I really enjoy following the exercises from the kayak rolling. It strengthens my understanding of how my body works during the rolls. Thank you very much.
Rough water domination,and forward finishing rolls have given me more confidence to paddle more challenging conditions and your land exercises help with body position and rolling this from short clips from your courses I have yet to see a full video.
I did a 40 kilometre day paddle last summer and my forward stroke was greatly improved watching your video. I paddled for about 8 hours and was not sore or tired. I used to get sore hips, feet, shoulders and wrists! I use my core and move my boat instead of moving water with my blade.
I followed Paulo's layback roll course in 1 hour pool sessions without an instructor and completed my first roll in the third hour. The next session, I did seven rolls and the one after that over thirty plus the Butterfly Roll five times. I am proof that Paulo's teaching videos are spot on! 5 Stars. And Recommended.
Your videos are making me a more confident paddler!
I don't get on the water as much as I would like, (do any of us?) but watching Paulo's videos has helped me with my confidence as much as my skill level. The videos examined and explained many of the things that are not gone over by kayaking "experts". Nothing beats time on the water when you have practiced the tools that Paulo give you.
John Marshall
Finger Lakes region of N.Y.
I do appreciate very much the practical on water presentation and explanations, they are inspiring me to try new techniques and give confidence for experimenting things, expanding my kayaking experience to a broader range, more kayaking fulfillment and satisfaction.
Bracing and rolling and being comfortable doing so are some of what I've learned from you.
As an instructor, I get inspired from your way of presenting/talking in your videos.
Just watching your videos were awesome and helpful big time...thanks
I love your calmness in the videos and have been inspired to do new strokes and take classes in Denmark
You are very clear when explaining which means that it also is easy to understand and learn.
I've enjoyed the little tips that I have learned that help improve my paddling skills.
Your bracing video has been very useful. This has been my first season in my kayak and feel very comfortable in my boat learning from your videos.
I have watched your videos and practiced your techniques to learn that "efficient and effortless paddling" are possible! Greenland paddles are the paddle of ease, efficiency, and comfort"!
What you have show me has given me the confidence to try. I have no support structure where I am.
What you have show me has given me the confidence to try. I have no support structure where I am.
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