text:
Agin, Eric A.
Education: M.S., Shippensburg University of Pennsylvania
Phone: 757-221-2582
Email: [[eaagin]]
Meet the Staff
The Center for Archaeological Research regularly hires new staff to fill field archaeologist positions. Interested applicants are asked to submit a letter of interest and resume by fax, mail or email. View our contact information.
Agin, Eric A.
Bell, Elizabeth E.
Project Archaeologist
Education: M.A., University of South Carolina
Phone: 757-221-2583
Email: [[eebell]]
Davenport, Deborah
Laboratory and Analysis
Education: B.A., Mary Washington College
Phone: 757-221-2585
Email: [[dldave]]
Higgins, Tom
Project Archaeologist
Education: M.A., College of William & Mary
Phone: 757-221-2584
Email: [[tfhiggins]]
Hodges, Charley
Consulting Archaeologist
Education: M.A., College of William & Mary
Phone: 757-221-2580
Email: firstname.lastname@example.com
Jones, Joe B.
Education: M.A., College of William & Mary
Phone: 757-221-1581
Email: [[jbjone]]
Lewes, David W.
Project Manager
Education: M.A., College of William & Mary
Phone: 757-221-2579
Email: [[dwlewe]]
Malvasi, Meg G.
Consulting Architectural Historian
Education: M.S., University of Vermont - Burlington
Email: firstname.lastname@example.com
Monroe, Elizabeth J.
Project Archaeologist
Education: Ph.D., Washington University
Phone: 757-221-2581
Email: [[ejmonr]]
Rosa-Borges, Marcyanna O.
Fiscal Administrator
Education: A.B., Elms College
Phone: 757-221-2580
Email: [[marcyr]]
Ruffin Hanbury, Mary
Consulting Architectural Historian
Education: M.A., School of Architecture, University of Virginia
Email: firstname.lastname@example.com


text:
Statement of Teaching Philosophy, Washington State University (2016)
As the child of deaf parents, my own access to language, communication, and public discourse was limited from an early age, and yet today I find myself in the role of an English professor. For me, the story of how I moved from a nonverbal child to a professor of English informs my teaching everyday. It's a story that includes how I crossed paths with the talented daughter of two Michigan State University professors who insisted on pulling me alongside her, inviting me to join sports teams, including the Swimming and Diving team. With her support, I quickly moved from a fear of water to performing acrobatic feats off the diving board. I developed resilience every time I stepped back on to the diving board after a hazardous encounter with the water or the board itself. As I learned to control the revolutions and twists of my body in the air, I developed a new consciousness for embodied visual metaphors. These lessons accompanied me to the English classroom, where I developed a connection to the visual-spatial metaphors of poetry that provided me with a medium in which to communicate my inward life for the first time. I went from being a silent, shy, and indifferent student to one that had a point of view. Student success in my own academic history was facilitated by strong peer mentorship, extraordinary risk-taking, and a need to communicate. As a teacher, I aspire to build a community around my students that will empower them to practice emotional discipline and courage in their academic and extracurricular endeavors.
I work every day to inspire my students to reach higher and think more courageously, but I believe that students will succeed most when they develop a sense of purpose and realize that they have a point of view to contribute to the world. I draw upon a range of leadership studies and motivation research to connect students with a stronger sense of their personal history and affective experiences to help them identify their goals. In class, I experiment with a range of discovery mechanisms, from personal storytelling and wrong-handed sketching to multigenre freewrites and rule-breaking experiments. Students can find my approach unsettling at times, because they are so adamant about following rules in order to make the grade. In response, I have experimented with rubrics for response papers that measure "risk-taking" and "voice," and more recently, I have moved to a portfolio system to encourage students to focus on their experimental engagement with course texts and ideas. The foundation I use to build up my students' creativity and voice is the "finding your why" method, which draws up personal storytelling, narrative psychology, and literary analysis to help students define what core values move them to make a difference in their world. I draw upon this approach in every encounter I have with students to help them find the motivation they need to keep creating, writing, and revising.
While I value creativity, innovation, and rule-breaking, I also provide structures in which to help students grow. In my course on Women Writers, for example, I've interspersed our readings of 20th-century speculative novels with issue-driven weeks, on themes such as design issues in women's fashion, stigmas surrounding women's reproductive systems, and gender divides in education. Within a single week on an issue, I introduce various disciplinary perspectives, from architecture and science to creative writing and poetry. For example, during our exploration of design issues in women's fashion, we examined recent articles on designing clothing for refugees, individuals with disabilities, and plus-sized women. We practiced human-centered design thinking in the following class period to illustrate a process for learning how to design for diverse populations. The final day in the sequence included a set of poems that featured historical and contemporary meditations on the anomalies of women's clothing and a creative writing exercise. These integrative methods preceded our reading and study of Herland, a novel that envisions a world designed by women. Finally, students created a utopian or dystopian narrative of their own, which integrated creative writing, literature, and rhetoric into the design of the story, which they supported with research and literary influences in the form of extensive explanatory footnotes. As this careful scaffolding and integration of methods demonstrates, I provide ample multidisciplinary structures to build my students' capacity for imagination, critical thinking, and information literacy.
My approach to digital studies largely draws upon the culture of digital environments and how they can disrupt or enhance embodied spaces, as Douglas Rushkoff argues in Program or Be Programmed. I prioritize engagement with the body, its sensory experiences, and its spatial movements, and I often assign digital projects that require physical and social interaction around campus. To teach my students the limitations and affordances of data, for example, I ask them to examine one moment of time from two perspectives: one is digital—e.g. they look at the #oneSecond project's collection and archive of one second on Twitter in 4500 pages; the other is sensory and cognitive—for e.g. they record all the sounds, tastes, sensations, thoughts, and memories they experience in a single minute. On the one hand, students learn the affordances of big data collection, and on the other, they experience what will forever be the limitation of digital culture—the perfect simulation of a multisensory, embodied, and cognitive human experience. Such lessons are supported by reading brief excerpts from Virginia Woolf's Mrs. Dalloway, to illustrate the depths of tunneling into multiple characters' memories and streams of consciousness, and episodes from the British science fiction series Black Mirror, including "The Entire History of You," which simulates the affordances and limitations of a camera embedded in the human eye to record and play back every life experience. My hope is that my students leave my class feeling more aware of their lived experiences amid a digital world than ever before.
Statement of Teaching Philosophy, Georgia Tech (2011)
Many students, when it comes to coursework, suffer from a general lack of spontaneity, unwillingness to fail, and inability to imagine the impossible. My goal as an educator is to interrupt these patterns. As a teacher, I encourage students to become active participants in their own learning, and in this capacity I create projects and activities that empower students to become experts in selected fields. At the same time, I create environments in which students can be creative, collaborative, and experimental.
Creativity often finds its outlet in activities not directly related to traditional forms of reading and writing. I often ask students, as early as week one, to collaborate and produce an artifact, skit, or narrative, and to deliver their product to the class within a single period. As such, the activity takes on the character of free writing. Yet it moves beyond free writing to encourage a creative process that is physical, interactive, and multi-dimensional, taking full advantage of the material space of the classroom. Class activities particularly steeped in nonverbal communication can have a remarkable impact on students' understanding of reading and writing texts. The process of coding and decoding a narrative composed of body language and facial expressions activates the right side of the brain. When we reflect on the skits afterwards, we discuss the challenges of "writing" in nonverbal language and the adjustments our minds need to make to "read" a nonverbal skit. The activity itself takes up no more than a single class period, but the way students think about reading, writing, and communication becomes fundamentally altered.
For some students, reading and writing alone is challenge enough, including students who are non-traditional, at-risk, or learning disabled. I recently co-taught a course designed for incoming student-athletes at Georgia Tech. These students were chosen for their athletic ability, not academic talent. In order to bridge this gap, this course sought to teach athletes how to behave and succeed as students at Georgia Tech. What do successful students look like while sitting in class? What kinds of questions do they ask during class lectures? We modeled this behavior, and also captured their existing behavior on film for analysis. The real outcome of the course revealed itself in the semester's final project. The student-athletes produced children's narratives on the theme "How I Became an Athlete." At their public symposium, over forty members of the Athletic Association appeared, who consistently remarked "how impressed they were with how confident our student-athletes were standing in front of their finished product." For many of the student-athletes, this symposium was the first time they felt confident in an academic setting.
For English majors and advanced students, a class in British literature of the nineteenth and twentieth centuries becomes an opportunity to explore interdisciplinary terrain in identity politics, social economics, and human relationships. When studying Victorian literature, we also study the economics of the marriage market, the political landscape of factories, design reform in the British Empire, and the reckless speculation in railways. Because these complex social and political histories are often unfamiliar to undergraduates, opportunities abound for students to conduct research and teaching presentations. For example, in our study of Dickens's Hard Times in a class on architecture and design in Victorian literature, one student group takes responsibility for the topic "Science & Technology: The Factory," equipped with primary and secondary research. The group organizes all of this research into a web presentation that includes historical backgrounds, textual summaries, and discussion questions, and, with my guidance, they convert this research into an interactive hour-long teaching presentation. As experts and collaborators, the students become active participants in their interdisciplinary analysis of Victorian literature.
I strive to guide my students into becoming strong communicators, innovators, and leaders in the 21st century. I identify as an innovator and curator of creative and critical thinking, and I consistently challenge my students to produce more radical, more invigorating, more passionate forms of reading and writing.
Statement of Teaching Philosophy, Georgia Tech (2010)
As a teacher, I am inspired to develop methods that encourage students to become active participants in their own learning. Moreover, I am committed to devising multimodal projects that not only enhance student learning, but also prepare students for professional life and public service. Finally, I engage with digital technologies to maximize and diversify approaches to writing and communication both in and out of the classroom.
I create projects that empower students to become "experts" on selected subjects. In 2009, I introduced a group project on "Contexts in American Literature," in which students become experts on one specific historical, literary, or cultural theme in American literature. As experts, the students led one class period for which they assigned the reading, gave a lecture, and generated class discussion. In 2010, I assigned a group blogging project, in which each group chose an area of expertise related to consumerism, such as sustainability, debt, poverty, community engagement, or social media. As experts, the students published blog entries with an air of confidence I had never witnessed in freshman composition. A "panel of experts" often led class discussion, and I found that this change in the power dynamics of the classroom empowered some of the most reserved students to speak at length on critical issues.
To prepare students for increasing demands for innovation in academia and the workplace, I ask students to create projects in various modalities. In service learning projects, for example, students conduct surveys and interviews, create web sites and pamphlets, and produce videos and other visual presentations. In teaching presentations, students select suitable reading material for their classmates, provide a visually stimulating lecture, and create a thoughtful line of questioning to gear class discussion toward a specific objective. Most recently, I asked students to create a nonprofit organization that will promote sharing and collaboration on college campuses. Students designed viable sharing networks hosted on a website that they created, and they promoted their network through advertising and a public symposium held on campus.
As students join a world that is increasingly communicating through online technologies, I have developed classroom activities that experiment with different forms of interaction. For many years, I have optimized the capabilities offered by Learning Management Systems to collect and grade student work. I have also used the discussion forums for students to compile multiple drafts of their work, accompanied by peer reviews. With peer review taking place in an open discussion forum, I am able to provide constructive critique on the reviewing process. I have also used the course wiki for compiling student responses to reading prompts, and a personal blog for conducting in-class writing. I have facilitated discussions in online chat rooms, introduced my students to collaborative writing on GoogleDocs, and provided resources for reading and commenting upon digital texts.
Overall, I am committed to making the classroom a space in which students develop confidence and engage with technologies and modalities that will enhance their ability to communicate effectively in an increasingly digital world.
Statement of Teaching Philosophy, University of Florida (2008)
One of the greatest obstacles I have found that students face in their writing is how to appeal to varying audience beliefs and values, especially when those beliefs differ so dramatically from their own. In response, I have constructed writing tasks and service learning projects that ask students to engage with communities unfamiliar to them. By inhabiting a space they might not find comfortable, whether it be a tattoo parlor, a religious service, a community protest, or a group fitness class, students learn more about cultural differences and, ultimately, themselves. As an extension of these writing tasks, I assign a service project that asks students to advocate a cause of their choice—which might range from creating a greener campus to increasing patriotism in the community—with specific emphasis on creating appeals to audiences with opposing viewpoints. This project enables students to experience rhetoric in action by giving them a sense of purpose with a real audience and real outcomes.
As students join a world that is increasingly communicating through online technologies, I have constructed hybrid classroom environments to experiment with different forms of class interaction. For example, all of my assignments since 2007 have been paperless. Online grading and peer reviewing not only offer more flexibility for students, they also provide a platform for more detailed and lasting feedback from instructors and peers. With peer review taking place in an open discussion forum, I am also able to provide constructive critique on the reviewing process. In addition to using classroom management programs, I have adopted social networking sites that allow educators to create closed networks for classroom use. Such a space facilitates the growth of an academic community beyond the traditional classroom. Most importantly, these digital interfaces provide an arena in which students can develop professional online identities that they can build upon throughout their lives.
To prepare students for increasing demands for innovation in academia and the workplace, I offer assignments that ask students to create projects in various modalities. In service learning projects, for example, students conduct surveys and interviews, create web sites and pamphlets, and produce videos and other visual presentations. In teaching presentations, students select suitable reading material for their classmates, provide a visually stimulating lecture, and create a thoughtful line of questioning to gear class discussion toward a specific objective. My teaching encourages students to step outside their assumptions about literature, writing, and culture, and I have found that experimentation with service learning projects, hybrid classrooms, and multi-modal presentations entreats students to invest in their literary education.
Statement of Teaching Philosophy, University of Florida (2005)
The ideological debate has become a hot topic on college campuses across the U.S. as partisanship extends beyond the divisive political climate to the recent brouhaha over remarks issued by President Lawrence H. Summers of Harvard. Prior to teaching at the University of Florida, I participated in what I experienced to be a uniformly liberal environment at a culturally diverse university in south Florida; during my residence in Gainesville, I have found that another sensitive source of diversity among students resides in their ideological backgrounds. Partly as a result from my interaction with these students, my teaching philosophy has evolved to undertake responsibility for stimulating and scrutinizing both liberal and conservative discourses.
In the writing classroom, I underscore the presence of preprogrammed categories of thought as we assemble our own arguments or analyze those of authors in the materials we read. Correspondingly, I promote multiple avenues of discourse in my classroom and encourage students to reflect on the ideological assertions underlying the judgments we make. The writing classroom immediately lends itself to a Freirean approach to problem-posing education, in which knowledge is constructed through dialogue between teacher and students rather than through unidirectional deposits of information. Yet, this dialogic process would be unrealistic if I did not sincerely respect the intellectual capacities of my students to the degree that I do.
In response to my own development as a writer, I have adopted what David Bartholomae describes as the "pedagogy of difficulty." In a critical writing class, difficulty emerges when students struggle to express complex ideas, and one way I effectively kindle this process is to assign dense reading materials and request conceptually rigorous writing tasks in response. Accordingly, student writing must adjust and evolve in order for it to cooperate with their cognitive task. As students vigorously confront the difficulties of language, they begin to acquire the means for breaking down the boundaries that structure intellectual space.
Statement of Teaching Philosophy, Florida Atlantic University (2004)
In order for a writing teacher to be effective, she should acknowledge the malleable nature of writing and adjust writing tactics, classroom activities, and reading habits in response to student work and/or changes in pedagogies. Moreover, in recognition of the pliable nature of writing and thinking, an effective teacher will engage in epistemologies that encourage students to expand and challenge their worn writing habits. A writing teacher, as all teachers should, needs to open the pathways of communication, so that students feel confident taking risks with their ideas and writing–the classroom should operate analogous to the uninhibited nature of free-writing that enables a radical generation of ideas. At the same time, teachers need to function as a structural tool, guiding students in the stretching and molding of their writing so that they view composition as a technology in and of itself, one that can be mastered and upgraded.
I have taught College Writing for two years with the textbook Ways of Reading, edited by David Bartholomae and Anthony Petrosky, and have found that one of the ways a teacher can move students beyond linguistic and conceptual hurdles is to work with complex ideas. Bartholomae and Petrosky propose a pedagogy based on "difficulty" and for this reason their textbook contains challenging reading for college freshman and proposes complex ways of reading the essays. Students become disoriented with the work and must devise new methods of reading and writing in order achieve success with the texts; the automatic habits they developed in high school will fall short of their needs. As a result, students do not simply write good prose about what they already know, but rather, they grapple with the texts as they reach for the expression of more complex ideas, and they ultimately discover that writing is a form of creating knowledge.
Along these lines, an effective writing teacher will continually poise questions in class discussion that incommode students' habits of thinking and rigorously encourage students to step beyond the boxes of conformity in their writing. The teacher should, to a certain extent, exercise Paulo Freire's problem-posing approach to education and engage students in dialogical relations that enable them to question the ideas of authorities, beginning with the teacher and aiming at the authors of the course materials. In this way, reading and writing are poised as cognizable acts rather than depositing acts. This approach extends to student writing, so that writing also involves processes in mediating complex concepts.
Ultimately, students learn to write when they learn that writing is synonymous with revising–they are not two separate acts. Writing is a technology that enables us to store ideas so that we can re-visit them, refine them, and accelerate their complexity. An effective writing teacher will not only require students to regularly revise their work as part of the course requirements, but also provide students with the tools that motivate revision.
In my second year at FAU, I'm currently working with students on devising a thesis and sense of purpose, employing strategic methods of composition, and revising with a clear objective. In order to carry out these tasks, I'm framing the act of writing as a process of discovery and have provided them with concrete methods for approaching a critical paper in response to an essay. Sometimes we begin with a general topic or thesis and whittle down our ideas through examining specific moments in the text. An alternative route is to begin with a single line or passage from the text and work outward, examining literal, figurative, contextual, and conceptual meanings. In both approaches, the process often reveals nuances in the text that were previously ignored and ultimately we discover we can create a provocative thesis as we juxtapose specific textual details with larger conceptual interpretations. By outlining a clear method of composition, students clearly see when and why the need for revision arises. These methods only succeed when students have a sense of purpose in writing that drives them to seek apt expression of their meanings.
Statement of Teaching Philosophy, Florida Atlantic University (2003)
I have discovered that as a teacher in the writing classroom there are (for now) at least three tasks I must achieve in order to produce creative-thinking, 19-year-old offspring: (1) teach them the fine art of infinitely close textual analyses; (2) teach them the skill of unearthing specific details in their own writing; and (3) teach them the pleasures of detecting and discussing the ambiguities of a critical argument in class discussions of the essays.
In working through critical reading skills, I, as David Bartholomae and Anthony Petrosky advise, regularly guide my students through various levels of language analysis, which range from studies of the individual nuances of word choice to the structure of an argument within the context of not only the essay itself, but the sequence of essays under investigation. In order to accomplish these tasks with the anthology Ways of Reading, I encourage students to engage with figurative language and deconstruct metaphors in dense texts, such as Alice Walker's "In Search of Our Mothers' Gardens." This focus on language (also with the help of OED online) forces students to slow down the reading and pay attention to pivotal images and passages they would otherwise gloss over. They discover that they can use language as a lens for interpreting the critical arguments in an essay, and also, they develop an understanding of the value of language in their own writing. Throughout the semester we liberally travel across the spectrum of textual analyses, moving from dense passages to issues unique to the sequence of essays.
As a result of their increasing sophistication of reading critical essays, I am able to promote productive writings "against the grain" and deepen their level of originality in their essays. I ask them to fully engage with their individual responses to the text and produce an essay that swims in specific examples from the text, based on the skills they have acquired in the various levels of textual analyses we've engaged in. Toward the end of the Spring 2003 semester, I am finally reading student essays that so fully engage in the details of the text that I'm forced to draw some students back out into the strategic context, but was so pleased to read one student's paper on Walker that occupies the entire 750-words with deconstructing her challenge to Jean Toomer's description of black women as "exquisite butterflies trapped in an evil honey, toiling away their lives in an era, a century that did not acknowledge them, except as 'the mule of the world.'" The entire essay weighs each piece of the language and how it fits into Walker's counterargument, rather than simply quoting it, paraphrasing it, and moving on to additional "add-on" topics.
In class discussion, I train students to engage openly with one another and with myself, allowing and oftentimes posing problematic and controversial issues related to the course materials. Sometimes, however, I become engulfed in the essays I'm teaching, such as Adrienne Rich's "When We Dead Awaken: Writing as Re-Vision," and I fail to acknowledge counterviews on her essay. My students, however, instinctively remind me of the necessity to engage in Freire's "problem-posing" pedagogy; as a result, I uncover student resistance to the "angry tone" of Adrienne Rich's essay, or how we can turn Rich's argument against herself and our readings of her poems. I welcome all these challenges and they come in droves as I make every effort to create an atmosphere that encourages students to raise their voices, question me after class, or as many students do, make frequent friendly visits to my office to openly discuss the material and their papers. I do not wish to be seen as an authority figure (despite the counterintuitive need to assert myself as an "authority figure" during my first year of teaching); rather, I wish to accelerate the roads of open communication between myself and my students, letting down my guard just enough so that they too can piece together original perspectives, which in turn inform my own critical perspectives (as much as it may surprise me).

subset: commoncrawl


text:
We deliver masterfully executed web and mobile applications for our clients by striking the perfect balance between employing top NYC talent as well as remote freelancers, bringing down your cost yet maintaining the highest quality.
We will help you plan your technological strategy and execute it, bringing your project from concept to production and beyond.
We will help you plan your project, research the technologies best suited for it, and create the action plan.
We will help you design your app in the way that is most appealing to your intended crowd. Our cross functional team will take it all the way to completion.
We will develop a testing strategy, continuous integration plan and even help you test your website / mobile app with your users. Using tools such as A/B testing we will make the necessary changes to maximize conversion.
We can help you deploy and plan for exponential growth by designing a scaling plan and provide technical consultation as your online business grows and its needs change.
We are currently hiring developers for full time / part time and internship positions.


text:
Apparently they have an extensive line of these fruit lambics, some of which are of the usual variety (apricot, cherry, raspberry) while other are decidedly not-your-everyday-beer-fruits: pineapple, lemon, plum. They all seem to be in the neighborhood of 3.5% alcohol by volume (like this banana).
It's unusual, but I rather liked it, as it turned out.
Appearance: Pale yellow-orange—golden, almost—bubbly. White head was fizzy but didn't last long.
Smell: Delicate notes of sweet banana, slightly clovey. There's a musty, horsey tang of Brett yeast… very delicate.
Taste: Tart green apple thing going on with sweet, very ripe bananas playing the background. Crisp. Pretty tasty. I want to say "Jolly Rancher" but not in the annoying way that Lindemans Pomme is. Nice interplay of sweet and tart.
Mouthfeel: Light, but a tad puckery, leaves a bit of a cloying aftertaste behind, but very drinkable.
Overall: Yum! Unusual but I like it.
On BeerAdvocate, it scores a grade of C+. On RateBeer, it scores 2.3 out of 5, and is in their 12th percentile.


text:
Pioneer Village has all the amenities necessary for you to spend a few days, or even a week enjoying our facilities. With all this convenience, you can plan your next event to be hosted on our grounds, or just bring the family for a day! Whatever your desire, Pioneer Village is sure to meet your accommodation needs and give you a comfortable stay. Amenities include:
Enjoy a comfortable stay at the newly updated Pioneer Village Motel conveniently located next to the Pioneer Village. The 44 Room Pioneer Village Motel has the room to meet your personal needs. Our spacious, clean and comfortable rooms are accessed from a well lit central hallway. Guest rooms have either two beds in the room or one King bed, recliners and refrigerators are available in some rooms. All of our rooms are smoke free. We have pet friendly rooms and handicapped rooms available to meet your individual needs. The motel offers free Wifi and a book exchange for your convenience.
Telephone: 308-832-2750
With 135 campground spaces, many shaded, you can camp YOUR way. We offer water, sewer and electrical hookups, water and electrical only hookups, pull through and back in sites, a dump station, shower house and restrooms, shaded and unshaded sites, tent camping and Wifi.
For information or reservations, call:
Telephone: 308-832-2750


text:
Congratulations are in order for Hilaria Thomas Baldwin and Alec Baldwin, who welcomed a baby girl into the world on Friday! The baby is their first child together, reports Us Weekly.
"We are overjoyed to announce the birth of our daughter Carmen Gabriela. She is absolutely perfect," Hilaria announced via Twitter.
This is the second child for Alec Baldwin, who is also dad to 17-year-old Ireland with ex-wife Kim Basinger.
Congrats to the happy couple! What do you think of their name choice? Share in the comments!


text:
- Home
- News
- Programs
- Support
- Shop
- About
This week Republican Representative Mo Brooks of Huntsville found himself in hot water after he made some controversial remarks about the Democratic Party. Brooks claimed that the Democratic Party is "wagging a war on whites" and politicians from both parties are taking issue with his comments.
Each week we'll hear an update on political happenings in Birmingham and Jefferson County from Birmingham News local political reporter Kyle Whitmire. Hear him Wednesday afternoons on All Things Considered.
A loophole in Alabama's campaign finance law allows for questionable contributions.
Spending practices regarding election campaign funds in Alabama are under review. How those funds are spent, now, can be looked up as public information, and there are some questions that come from the details. Kyle Whitmire of AL.COM and the Birmingham News took a dive in to the data about Alabama Representative Mike Hill, a Republican […]
If you look for a definition of the word, "ethics," terms come up like, "moral principles," and "the concept of right and wrong." Appropriate behavior, or noting the lack of it. Kyle Whitmire, political columnist for the Birmingham News and AL.COM, notes that the latest changes to ethics laws in Alabama have allowed for a […]
We continue our examination of corruption that appears to plague Alabama politics
Alabama has a corruption problem. Former House Speaker Mike Hubbard is currently awaiting sentencing for 12 felony ethics convictions, Chief Justice Roy Moore is scheduled to go to trial for allegedly violating judicial ethics and Governor Robert Bentley is being investigated for possible impeachment. So, is there a way to solve the state's corruption problem?


text:
Chess Bingo: Educational Tool for Young Kids Learning Chess
For about a year now, I've been volunteering at a local elementary school to teach chess to kids in the 2nd through 5th grade. Over that time I've come to realize that teaching young children is not at all like teaching an adult. I could tell you that a knight moves either two squares horizontally and one square vertically, or two squares vertically and one square horizontally, jumping over other pieces during the move, and only capturing on the last square. You might need me to repeat that once or twice, or perhaps show you one example, but then you'd remember the move and be ready to move forward in about a minute's time. You'd pick this move up quickly, but most kids need a lot of repetition and practice to remember a move as complicated as the shape of the letter "L."
There are loads of chess curricula and lesson plans available for purchase that can help you teach the moves and strategies of chess, and they usually come at a pretty steep price; First Move, for instance, charges more than five hundred dollars per classroom for their clever ideas. I tip my king at that kind of expense personally, and the school at which I'm volunteering isn't that resource-rich. Todd Barstow's Teaching Chess in the 21st Century is a more affordable guide (at about $15) with handy strategies for incorporating mathematics instruction, but even with this book and Murray Chandler's charming Chess for Children, I still find myself looking for more ways to help kids who are eager but a bit more slow on the uptake practice their moves.
Today I gave the kids a game I've drawn up called Chess Bingo. It's a pretty simple exercise, but I found it to be effective. Each student gets a sheet of paper with a chess board printed on it, complete with the letter-number system for identifying ranks, files and individual squares. Click on the thumbnail for a sample:
Just as different regular bingo boards contain different sets of numbers placed under different letters, so different chess bingo sheets have different chess pieces placed in different locations. As an instructor reads out the positions of individual chess squares ("a4″… "e7"), students cross out those positions if the chess piece (or pieces) placed on their board could move to that position in one turn. A student wins the Chess Bingo game by crossing out all the positions to which the pieces on his/her board could possibly move in one turn. (In the sample sheet above, that set of positions is a4, b4, c4, e4, f4, g4, h4, d1, d2, d3, d5, d6, d7, d8.) When a student calls out "Bingo!" play pauses for the instructor to check the student's work for accuracy and completeness. To turn this into a learning moment for the whole class, reproduce the student's sheet and responses on a demonstration board (or by using an opaque projector) and ask the rest of the class to evaluate it.
By playing Chess Bingo, students practice three chess skills: referring to positions by location, learning the moves of pieces and … learning that as in life, chess is not fair. As more and more students win Chess Bingo and share their work with the rest of the class), smart students will object: "Tina didn't have to fill in as many squares to win as I did!" Turn the outrage into insight: what pieces tend to have more squares to which they can move? These are the more powerful pieces (think Queen). When pieces are placed on what squares do they tend to have more possible destinations? These are the more powerful locations (think middle of the board). Students will learn that in chess power comes from opportunity, that power can be quantified, and that it's unevenly distributed. Chess starts to sound like a PoliSci class, which isn't surprising considering the origin of the game.
If you find yourself working with an elementary chess club in a resource-poor school, I hope you find this Chess Bingo exercise to be of some use. Below are some links to some Chess Bingo sheets in png format:
Chess Bingo sheet 1
Chess Bingo sheet 2
Chess Bingo sheet 3
Chess Bingo sheet 4
Chess Bingo sheet 5
Chess Bingo sheet 6
Chess Bingo sheet 7
Chess Bingo sheet 8
Chess Bingo sheet 9
Chess Bingo sheet 10
Chess Bingo sheet 11


text:
eLearning program
The Emergency Medicine on the Edge course is an eLearning resource designed to introduce principles of emergency medicine to medical officers, nurses and students attached to the Emergency Department. Designed by a team of clinicians working in Emergency Medicine, the course is a free open access medical resource for training in emergency medicine.
The Course comprises approximately 50 hours of e-learning delivered using an interactive approach that incorporates adult learning principles including formative and summative assessment. The course is delivered over 10 parts and covers a broad range of emergency topics including acute chest pain, headache, abdominal pain, shortness of breath, altered conscious state, seizures, acute poisoning, first trimester bleeding, wound management and wound closure, major trauma, orthopaedic injury, eye and ENT emergencies, paediatric emergencies, mental health emergencies, ECG and ABG interpretation.
Instructions for accessing the eLearning
2016 EDGE Course
EDGE Workshop Program
The EDGE eLearning is used as the basis for blended teaching program for junior medical staff at the Modbury and Lyell McEwin Hospitals. The program provides a total of 50 hours of teaching during the interns 10 week rotation to the Emergency Department comprising 50 hours of e-learning and 20 hours of face to face workshop training. The program is limited to interns working in the ED at Lyell McEwin and Modbury Hospital.
Course Design : Dr Peter Stuart, Dr Ryan Windish, Dr Joy Treasure, Dr A Anand
Further Information : Contact Dr Peter Stuart


text:
Epson Stylus Photo R2880 printer
Epson Stylus Photo R2880 printer CD DVD tray layout
How to print labels on Epson Stylus Photo R2880 printer
It is not until you have had a go with the RonyaSoft CD & DVD Cover Designer that you should discover how incredibly easy it is to operate fantastic prints - gone are the days when you have any fears of failing to make the most of modern technology! Within no time at all of starting to use our CD & DVD label software you should be printing Blu-Ray CD DVD labels and covers on the Epson Stylus Photo R2880 printer.
Please don't stop there, as you may miss the best reason behind your new CD/DVD labels creation program. RonyaSoft haven't gone to such measures purely so you can print off a list of tracks on a CD or a film title on a label. No! This CD & DVD labels printer program will offer you so many choices for Blu-ray, CD or DVD label making to allow you to print attractive labels and covers. In addition, the CD & DVD label creation software can also help to create Blu-ray, CD or DVD covers and case inserts with the help of our Blu-ray, CD or DVD templates.
And as for straightforward to use, well 'user-friendly' became even more friendly. Just use the directions to discover how simple, yet effective and professional results will be when you commence to print CD/DVD case covers, CD labels and Blu-Ray DVD case inserts:
- Download and install Blu-ray/CD/DVD Label and Cover Designer software for free to try.
- Choose your favorite design from any of the predesigned CD label templates.
- Edit the design of the label according to your wishes.
- Print the designed label by clicking the 'Print' button. Never forget to put in your Epson Stylus Photo R2880 printer during the printing process and to download and use the latest free version of the driver.
- Be proud of yourself for what you have produced!
The RonyaSoft label making software immediately gives you and your Epson Stylus Photo R2880 printer so much you could want for personalizing so many great CD or DVD surprises.
There is nothing better than receiving a gift which indicates someone cares enough to make something individual for you. Save on costly shop-bought presents and with your first gift to someone special you will have covered the cost of your RonyaSoft CD DVD and Blu-ray labels program.
Think about these for suggestions:
- You're at a wedding and you take plenty of un-staged photos or video clips of everyone looking happy and having a great time fun. Choose your best, burn them on to a disc and give it to the bride and groom as a thank you for the invitation to their special day. They will remember you for the kind and personal touch. And what did it cost you to make one of the most unique presents they will be given during their wedding? - The cost of a blank disc, a couple of pieces of paper and a drop of ink from your Epson Stylus Photo R2880 printer. Great huh?
- Chose your favourite photos and pictures to make CD/DVD case covers and make CD labels.
- Have to store snaps cataloged? Put a relevant photo on the compact disc label or DVD case cover.
- It's safer to store all your pics on your computer or a memory stick, but create a fantastic label to put on a CD or create a CD box cover and insert and make a physical library of all your memories.
- Keen to stand out from the throng when anxiously wanting to impress even before you have been offered a job interview? Create a fantastic looking CD DVD finished off with printed case cover, printed insert and printed label to make a great impression.
RonyaSoft CD & DVD Cover Designer is the perfect software add-on to use with your Epson Stylus Photo R2880 printer so download it now and get those stylistic juices flowing!
Blu-Ray/CD/DVD label maker program runs on Microsoft Windows Platform, including Windows XP, Windows Vista, Windows 7 and supports a wide range of disc label printers, eg: Canon iP4600, Canon MG5220, Canon MG5320, Canon MP760, Canon MP980, Epson Expression XP-605, Epson PM-G800, Epson Stylus Photo R3000, Epson Stylus Photo RX580, EZ CD Print Plus, HP Photosmart C5290, HP Photosmart D5463, Trace Affex CD-Artist and similar.
Blu-Ray/CD/DVD labels making program supports a wide range of disc label stocks, eg: Americal EC313854, APLI 10292, Avery Maxell J87361, Cassette House, DECAdry DLW-1744, Herlitz A4, Kyso 5511CPM CD DVD, LabelWhiz LW61300, Online Labels OL1200, ProLabel CD458, Verbatim CP-3174, Zweckform L6044, Zweckform L7676 and similar.


text:
The 7 Deadly Business Sins
Theologically speaking, a mortal or deadly sin is believed to destroy the life of grace and charity within a person and thus creates the threat of eternal damnation. That all sounds pretty heavy to me. But when I started to think about how reliant a business is on people, it made sense that the 7 deadly sins could reflect our worst entrepreneurial mistakes. What do you think?
1. Lust – Constantly chasing new ideas.
Some say pride is the deadliest of all sins, but in my experience, idea lust is the most detrimental trait of entrepreneurs. The ability to dream big and envision bold and inspiring ideas is a true gift. But it's completely useless if you lack the focus and resourcefulness to implement anything. Practice the heavenly virtue of work chastity and teach yourself the ability to refrain from being distracted and tempted by new shiny things.
If you lead many people or departments, don't fool yourself into believing idea lust is a requirement of your job. Chances are, you're spinning your staff in circles and never allowing them to complete anything. Take a good hard look at how many projects your staff finished last year. Is it as high as you expected or did you have them constantly switching between priority projects? Are most projects sitting on the backburner until you bring them into focus again?
2. Gluttony – Adding overhead & expanding too quickly.
When times are good, it's tempting to simply run with it and add overhead, higher credit limits and blindly accept all customers, regardless of our capacity to deliver. While we all hope that rapid growth will continue indefinitely, it rarely does.
Before expanding your cost base in line with (or greater than) your increase in revenue, take a look at what's driving sales and determine if the growth is sustainable or cyclical. If it's sustainable growth, take planned strategic steps to expand the company's infrastructure. If it's cyclical, design a nimble delivery system that scales quickly with demand. A prudent, analytical approach to operational expansion will mean profitability is likely to increase also, rather than just revenue.
3. Greed – Focusing solely on generating revenue & pocketing cash.
Yes, you're in business to make money, but there's more to building a sustainable company than just bringing in sales. As your business grows, invest in designing and implementing long-term scalable systems and sound infrastructure. Reward your people and be mindful of paying your suppliers on time, you never know when you may need a little goodwill to get you through a rough patch. And make paying your taxes a priority! No one likes to pay the taxman, but paying him interest and penalties is even worse. Also, if you ever need credit, the bank will check if your taxes are in arrears, so it's better to be proactive and stay on top of it.
4. Sloth – Failure to channel one's talents appropriately.
The Internet has made it relatively easy for millions of people to become entrepreneurs with little to no start up costs. But, in my opinion, there's too many people looking for the easy path to success, who aren't willing to work for it. If you want to build a company, there are a million things to do and no one to motivate you. There's no time to rest on your laurels or wait for someone to hold your hand. You must work diligently with an unwavering belief in yourself and your mission. You must channel all of your talents and resourcefulness to make big things happen.
5. Wrath – Letting emotions blind your judgment.
From an emotional standpoint, owning a business is akin to riding a rollercoaster. You never know if today will bring great news or a huge blow. But you should never let emotions guide your business decisions. If a project is failing and you've done everything you can to make it work, cut your losses and move on. If you hang in there until the bitter end, you'll erode all your resources and make it much harder on yourself to turn things around. Deciding to shut down a project that isn't working does not equal failure. It's the most bold, brave and smart move you can make. Congratulate yourself, and then move on to bigger things.
6. Envy – Failing to differentiate and create a unique market position.
In Dante's Purgatory, the punishment for the envious is to have their eyes sewn shut with wire. I'd say that's a bit harsh, but any entrepreneur who's following their competitor's moves, rather than carving out a differentiated market position, will certainly be punished in some way. Challenge yourself and your staff to constantly engage in innovative thinking. This is simply bringing together analytical and emotional intelligence to know and feel where your customer's needs are not being met. Then solving those needs by being resourceful and open to fresh ideas.
7. Pride – Believing you are the only one who can do an amazing job.
When there are a million things to do and you don't have time to fix mistakes, or when the result of a mistake is the loss of revenue you literally cannot afford to lose, it's easy to fall into the trap of believing you are the only one that can do a job well. But if that were true, no business would ever grow beyond the size of a "Mom & Pop" shop. The harsh reality is that you have not taken the time to build scalable systems and processes and train your staff properly.
Remember, humility is not thinking less of yourself, it's thinking of yourself less. There are people out there that can manage aspects of your business as well as you do. In some areas, they may even be better at it than you, if given half a chance to touch the reins.
I know you have your own great business advice on this topic and I'd love to hear it. Tell me in the comments below how you've witnessed or experienced the 7 deadly business sins.
1/11/2013 02:35:17 am
Thanks Robert! So happy to hear you enjoyed the post.
1/11/2013 07:33:55 am
I don't do any of these but I know OTHERS who do!! :)
Trudy Murphy
1/11/2013 10:27:57 am
Thanks Chris. Any tales you could share that we could all learn from?
1/14/2013 04:39:06 pm
Great article, Trudy. I have been guilty of most and have worked with others guilty of the rest. The one that hits home the most in #7 - I have often felt like I need to do things myself when in reality (1) there are others who can do a great job (2) it gives my staff an opportunity to grow (3) it frees me up to do the things I really need to be doing in my business. Keep up the great content! :)
1/15/2013 01:53:28 am
Thanks so much Pam. I have certainly been guilty at times of wanting to clone myself too!
Your comment will be posted after it is approved.
Leave a Reply.


text:
12/19/2006 3:49pm, #21
- Join Date
- Sep 2004
- Location
- Keep going North until I say stop
- Posts
- 2,109
- Style
- Wado Kai
Ewe r a b-a-a-a-d man, Alex. At least get her sheared first. That way you can tell everyone your girlfriend got a brazilian just for you.Originally Posted by pauli
Originally Posted by melvin_peebles


text:
One of my favorite shots from my August 2005 road trip.
Yes, it's the side of a building. But it's also an old billboard for a drugstore that probably doesn't even exist anymore. And there's something about it that I really like.
I took this photo at the end of the second day of my trip. I was spending the night at Cedarville, CA, in a little motel on the edge of town. Cedarville was a quaint, undiscovered farming community. I'd passed at least a dozen huge California barns, hay fields, and horse pastures on the last half hour of my drive. I was exhausted and this quiet little town was like an oasis in the desert.
This billboard had been painted on the side of a row of shops. I don't know how long ago it had been painted or whether the Surprise Valley Drug store was in Cedarville. But I snapped the photo to remember.
The next morning, after stopping back in town for a some car noshing supplies, I'd seen a similarly interesting shot across the street. But there were people out and about and I felt silly about taking the photo. Someday I'll go back and snap it.
And to readers of my Maria's Guides eBooks, if this looks familiar, it should. I used it for the cover of one of my eBooks.
The full-frame version of this photo is available for sale as cards and prints at RedBubble.com


text:
Anyway, if someone is set financially they can step in and get great bargains right now, but buyers are going to become scarce because there are more and more people losing their livelihoods. That's why the foreclosure rate is so high in the area I'm in. The Chrysler plant closed down and it was the largest employer in the area. Whatever else is coming, it's not good.<.i>
If some one has the cash, it's no bargain to buy now if prices will decline further - especially to buy for investment. You would still see further declines of another 20% (from 2008 prices) and, while you could borrow at low rates, you'll lose substantial equity on the way down while you're still paying taxes and financing costs. The smarter money will wait another 2-3 years, earning something on her money, and let someone else buy on the way down, losing equity, and paying the taxes and carrying costs. So, when that buyer falls into trouble and has to sell at a loss, then the savvy investor will swoop in....
Thank you.
You're right of course. I should have put in the added comment that current purchases are going for up to 30% less than LP and many of the List Prices were already below market value. Alot of it is dependent on the area as well. For example, there are homes going for 15K-30K. Yes alot need work but over all still a good investment even if for only the rental market. Some with money are looking for places to 'park' it for now; thinking they can ride out the storm.
Also, first time home buyers are still surfacing but, need near perfect credit. I listed a foreclosure, 1350 sq feet, 1 acre. House in good condition. Went for 45K (u/c) and it is a first time home buyer. His payments will be less than renting.
So it's dependent on each individual's circumstance. I'm not sure anyone knows what the true value is of any one property. What is the value based on now? Original SP, which was most likely based on an inflated appraisal? The MLS trends? LP and then the SP of that property? Or is it volume based which is also skewed. I don't trust the MLS any further than I could toss it because there are agents that deliberately inflate their sp in this area. There's no way to verify the SP around here, not without tracking down the closing office because it's not required to disclose the amount to the county. (yet)
In other words, how can anything be predicted when the original figures were so skewed? Another thing to consider is the 1st and 2nd mortgages. You know, the lines of credit based on equity. If you were to investigate the loans/homes underwater, 9 times out of 10, they have a 2nd.
One thing we can agree on...it's a mess and it is going to get messier.


text:
Why AsiaMed Connect?
The team at AMC with their extensive experience in Healthcare has carefully chosen best hospitals and medical professional. This choice itself makes AMC unique. We help you to decide at no extra cost on choosing the best healthcare provider. We will help you connect directly with them after carefully evaluating your requirement and from then on, you will be directly connected to the hospital/doctor.
What we will provide
- Direct access to elite USA, UK and internationally trained physicians and surgeons at major, accredited hospitals across India.
- Major medical procedures are available at affordable prices.
- We are focusing on over two hundred medical procedures which are the major procedures for which people travel abroad.


text:
Carry Us Through
- Artist: Dave Perez
- Genre: Electronic
- Release Date: 5/30/2006
Born in Brooklyn to Cuban parents, Dave Perez has listened to a wide range of music all his life. As a child, listening to Mambo and Salsa taught him to appreciate the different sounds that captivate the soul and beats that move the body. As an adolescent music and mixed cassette tapes were the priority over Brooklyn street life. When he attended college, mixing music at fraternity parties had him spinning records until a handful of people were left. After college he moved the crowd on Thursday nights at Club Ivy (old China Club) with pumping House music leading into the early stages of Trance until 5:00am. For a few years, while mixing at lodge functions and private parties, he was able to try his own music on the crowd and release an LP album. His past monthly residency at "The Pearl Room" in Brooklyn, New York has brought a new wave of interest on the local level. Recently, Dave Perez has been mixing the hottest Trance and House tracks. His music sets vary from Classic House to Modern Trance. Whether mixing his own tracks or those of other of DJs, the blend of music gives you a taste from each continent. Selecting music from each DJ throughout the world, his track lists take you through a journey of euphoria, harmony and pulsating energy. Dave Perez brings you the ULTIMATE experience.
To play the media you will need to either update your browser to a recent version or update your version of Flash Player.
|Carry Us Through
|CD Baby
|Release Date:
|Product Type:
|Item #:
|This product is a special order


text:
Mobile pen is a writing instrument, in other words, an input device used to write text or draw lines on a surface of the movable screen. The most mobile touch screen phone needs a Samsung Galaxy S2 Stylus. Touch screens allow the user to point and click with a stylus.
Technology has its own drop action. Yes, it is true that it is cool to run your hands through the touch screen phones which have become a rage with the current generation. But the downside is that these phones do not work if you are wearing gloves. Be touch screen, these phones require contact your bare skin so that static electricity can be taken out of your skin which is a technical necessity in these cases. The Samsung Galaxy S2 Touch Gloves for touch screen phones, however, came to our rescue. Wearing these special gloves that you can use your phone without having to deal with the problem to make your glove.
Mobile Stylus is very useful to use the Samsung Galaxy S2 Touch Gloves efficient. You can get bored with messages of constant response, but the stylus laptop allows you to enter text quickly so that you can meet a very quick message with your mobile. Resistive screen mobile phone requires a stylus to navigate the menu system. The touch screen is composed of several layers, when pressure is applied by the pen phone, it creates an electrical connection.
While Samsung Galaxy S2 Stylus forging a link between your fingers and the gadget (because they are highly conductive in nature. This means that the phone can be used even when wearing these special gloves. This technology, which is present in these phones and makes it impossible to use with normal gloves is called capacitive technology. Recognizing the need for gloves that can keep the wearer warm and at the same time enable them to use the telephone, scientists have developed special touch Samsung Galaxy S2 Touch Gloves.
Portable pens are now used with Samsung Galaxy S2 and other touch screen phones, because it is easier to navigate with a stylus. Even stylus is retractable, so you can adapt it to your needs means you can lengthen or shorten the pointer that gives you a perfect fit. The pen has gained wide acceptance because it offers tight integration with your laptop and you can get for your phone.
You can buy these Samsung Galaxy S2 Stylus And Touch Gloves online. There are a number of companies that sell these types of gloves. You better do a thorough research before making a choice, because these gloves are a bit expensive than usual. Stylus phone is very convenient and easy to use. Many phone stylus are available on the market and on the internet, you can easily buy for your mobile phone with touch screen.
This is why the use of mobile pen is very important. Phone with Samsung Galaxy S2 Stylus And Touch Gloves that you can use the laptop touch screen accurately and effortlessly while keeping away from his fingerprints. Even now the phone is stylus shaft extensible to accommodate the most comfortable length. You can get rid of copies oil bothersome on the screen. Mobile stylus avoids constantly clean the screen of your mobile phone.
Article Directory: http://www.articletrunk.com
CaseBuzz has captured web world as one of the world largest online market place for Samsung Galaxy S2 Touch Gloves. CaseBuzz with its head office located in Florida, USA is a leading provider of ecommerce and interactive online marketing services In Samsung Galaxy S2 Stylus.
Please Rate this Article
5 out of 54 out of 53 out of 52 out of 51 out of 5
Not yet Rated
Powered by Article Dashboard


text:
USICS ignores "preponderance of evidence" standard by erroneously applying restrictive definition of "specialty occupation"
Yesterday, the American Immigration Lawyers Association (AILA) submitted its memo to USCIS Director Mayorkas outlining, with exasperation, the agency's restrictive interpretations of the terms "specialty occupation" and "body of highly specialized knowledge" in H-1B adjudications and making the case for USCIS to repudiate its current approach. These incorrect interpretations have evolved through non-binding appeals decision which have, in turn, been erroneously applied by USCIS, which also continues to ignore the preponderance of evidence standard.
Since 2009, AILA has found that USCIS will only find that a position is a "specialty occupation" and therefore eligible for the H-1B visa in those rare occupations where a single specific degree in a discrete academic major is considered suitable for entry into the occupation. This interpretation is inconsistent with the statute and regulations. So now we have the absurd situation where the appeals office of USCIS writes regarding a Programmer Analyst that because the job under discussion could be performed by individuals with various types of degrees including Business, Math, Science, Technology, and Computer Science, the Programmer Analyst position does not require a degree in a SPECIFIC SPECIALTY and is therefore not a specialty occupation, and is therefore not an H-1B position.
This nonsensical requirement that the degree must be in a specific academic major or have a specific title has recently been rejected by one U.S. District Court in an H-1B case involving a Market Research Analyst. AILA has called on USCIS to repudiate this incorrect line of cases and reasoning where a specific specialty is equated with a single, specific, academic major or field and to restore the prior interpretation where "highly specialized knowledge" can be gained in related academic disciplines without regard to the name of the major or field, and that a qualifying degree can be from one of several related bodies of knowledge appropriate to the job opening in question, without regard to the label of the degree. We will wait to hear how USCIS responds to this important and timely challenge from the Immigration Bar.


text:
Glycosylation of Fluorophenols by Plant Cell Cultures
AbstractFluoroaromatic compounds are used as agrochemicals and released into environment as pollutants. Glycosylation of 2-, 3-, and 4-fluorophenols using plant cell cultures of Nicotiana tabacum was investigated to elucidate their potential to metabolize these compounds. Cultured N. tabacum cells converted 2-fluorophenol into its β-glucoside (60%) and β-gentiobioside (10%). 4-Fluorophenol was also glycosylated to its β-glucoside (32%) and β-gentiobioside (6%) by N. tabacum cells. On the other hand, N. tabacum glycosylated 3-fluorophenol to β-glucoside (17%). View Full-Text
Scifeed alert for new publicationsNever miss any articles matching your research from any publisher
- Get alerts for new papers matching your research
- Find out the new papers from selected authors
- Updated daily for 49'000+ journals and 6000+ publishers
- Define your Scifeed now
Share & Cite This Article
Shimoda, K.; Kubota, N.; Kondo, Y.; Sato, D.; Hamada, H. Glycosylation of Fluorophenols by Plant Cell Cultures. Int. J. Mol. Sci. 2009, 10, 1942-1949.
Shimoda K, Kubota N, Kondo Y, Sato D, Hamada H. Glycosylation of Fluorophenols by Plant Cell Cultures. International Journal of Molecular Sciences. 2009; 10(5):1942-1949.Chicago/Turabian Style
Shimoda, Kei; Kubota, Naoji; Kondo, Yoko; Sato, Daisuke; Hamada, Hiroki. 2009. "Glycosylation of Fluorophenols by Plant Cell Cultures." Int. J. Mol. Sci. 10, no. 5: 1942-1949.


text:
Need to buy parts for this project?
Click here to order!
Late model BMW engines utilize electronic fuel injectors. Electronic fuel injectors allow greater control over fuel volume and emissions. However, these can fail the same way as the early injectors.
BMW E53 X5 models with an M62 8-cylinder engine utilize a fuel injector per cylinder. Over time injectors can become restricted or fail electrically. If you have an injector giving you a problem, I suggest replacing them in sets. This way you maintain an even flow from all the injectors. If you're removing fuel injectors to replace the intake manifold and you plan to reuse the fuel injectors, replace all the fuel injector sealing O-rings.
It's a good idea to relieve fuel system pressure before beginning. This will minimize the amount of fuel spilled. The best way to relieve fuel system pressure is to remove the fuel pump fuse and run the vehicle until the engine stalls. See our tech article on fuel pump testing for more information.
Protect your eyes, hands and body from fluids, dust and debris while working on your vehicle. If you're working with the electrical system, disconnect the battery before beginning. Always catch fluids in appropriate containers and properly dispose of any fluid waste. Recycle parts, packaging and fluids when possible. Never work on your vehicle if you feel the task is beyond your ability.
Disconnect the battery. See our tech article on battery replacing.
Remove the engine covers. See our tech article on engine covers removing.
The fuel rail (red arrow) feeds eight individual injectors (green arrows). This photo shows that the engine covers already have been removed.
Remove the wiper cowl seal (red arrow). Start at the right side and peel it off the cowl.
Working at the cowl, rotate the plastic locks (red arrows) 90 degrees to unlock them.
Once unlocked, remove the cowl trim by sliding it forward and pulling it straight out.
At the sides of the cabin filter housing, slide the drain channel up (red arrow) and remove it. The left side is shown. Repeat this step for the right side.
Working at the sides of the cabin filter housing, remove the two 13mm nuts (red arrows).
Once the nuts are removed, slide the housing (red arrow) up and out of the mounting grooves to remove it.
Working at the fresh air intake, remove the four plastic rivets (green arrows). Use a pair of pliers (inset) to remove the center rivet. Once all the center rivets have been removed, pull the duct up to detach it from the vehicle.
Then lift the duct up on the left side while detaching it from the duct (green arrow) on the right side.
Next remove the fuel line. Press the blue tab (red arrow) in and hold it, while you pull the line off the filter. The inset shows the line being removed with a rag to prevent spillage.
Next, you have to remove the secondary air solenoid and vacuum reservoir. Start by removing the 10mm fastener (yellow arrow). Then disconnect the electrical connector by pressing the release tab and pulling it straight off. Then follow the vacuum hose from the solenoid to the reservoir (green arrow) and disconnect it. Then remove the solenoid from the engine. Remove the 10mm fastener at the vacuum reservoir.
Unplug the camshaft shaft sensor electrical connector (green arrow) by pressing the release tab and pulling it straight out. Then disconnect the knock sensor (red arrow) electrical connector by pulling it straight out. Once the connectors are unplugged, remove the vacuum reservoir from the engine. Move to the right side of the engine and disconnect the knock and camshaft sensor electrical connectors.
When removing the vacuum reservoir, detach the hard plastic line from the holder (red arrow). Then lift the reservoir (green arrow) up and pull off the mounting tab (yellow arrow).
Next, you have to disconnect the ignition coils and remove the wiring harness housing on each side of the engine. Start by removing the 10mm mounting nuts (green arrows). The front nuts have already been removed when the solenoid and vacuum reservoir were removed. Remove the remaining rear fasteners. Then remove the 10mm nut for the ignition coil ground (red arrow). Then disconnect each ignition coil (yellow arrows) by sliding the lock up and pulling the connector out of the coil. The left side is shown. Repeat this step for the right side.
The fuel injector harness is part of the housing and has to be removed next. The harness is one solid plastic connector with individual connectors for each fuel injector. There are wire clips that hold the harness onto each fuel injector. You can disconnect each wire clip. Then pull the harness up off the fuel injectors. I like to use an alternative method. Use a small pry bar and lever between the harness (red arrows) and the fuel rail. When doing this, you have to use one swift action to disconnect the harness. Lever each connector off in the area of the red arrows. Be careful when using this method. If you lever at an angle or force an injector to move, you may damage a fuel injector. If a clip won't release, use a small pick to remove the wire retainer (inset). The left side is shown. Repeat these steps for the right side.
Move to the rear of the left side electrical housing. Locate the battery cable and remove it from the mount (red arrow).
Confirm that the left side of the electrical housing can be lifted and is free from all connections. Lift it up and move it to the right side of the engine. Let it rest near the front of the right side of the cylinder head.
Working at the engine cover mounting brackets (blue arrows), remove the four 10mm mounting nuts (red arrows). Then remove the bracket from the engine.
Move to the front of the engine. Disconnect the vent line from the intake air duct. Squeeze the collar (red arrows) while you pull the line straight off the duct.
Feed the vent line (red arrow) out from under the fuel rail (green arrow) and lay it aside.
Working at the left valve cover, loosen the hose clamp (red arrow). Then remove the breather hose from the valve cover.
Working at the left cylinder head, remove the fuel line by pushing the release collar (red arrow) in toward the fuel line and hold it while pulling the fuel line in the direction of the green arrow. Have a rag (yellow arrow) handy to wrap the line. This will help to prevent fuel spillage.
Next, remove the 10mm fastener (red arrow) at the front of the fuel rail.
Then pull the fuel rail straight up and out of the intake manifold. Be careful not to damage a fuel injector when removing. If the O-rings are stuck, you can lightly lever the fuel rail up using a pry bar. I like to lever at the recessed intake runners on each side (red arrows). Spray lubricant around the O-rings and allow it to soak in. This will make removing much easier. If there is dirt in this area, remove it before spraying the lubricant. It is very important that you lever directly up and not at an angle. If you lever at an angle, the O-rings on the fuel injectors may stick inside the intake manifold.
Once free, lift the fuel rail up and remove it from the engine.
To remove the individual fuel injectors, remove the retaining clip (red arrow) by sliding it off the fuel rail using a flathead screwdriver. Then pull the fuel injector straight out of the fuel rail in the direction of the green arrow. When reinstalling the fuel injectors, replace the sealing O-rings and be sure the retaining clips are properly seated on the fuel injector before attempting to install them. Press the fuel injectors into the fuel rail until the retaining clip snaps into place. Then press the fuel rail with the injectors into the intake manifold until fully seated. Then install the fuel rail fasteners and tighten. Reassemble the remaining items and check that there are no fuel leaks.
Need to buy parts for this project?
Click here to order!


text:
I tried searching for a list of things but couldn't find any, so I thoug it would be a good idea to list all the stuff I have to buy. It would great to hear suggestions or be inspired by other bridal shopping lists! - tablecloths - dinner napkins - cocktail napkins - chair sashes - Lanterns to hang - candles - candle holders - Just married sign for our dinner table - real touch flowers - fabric for the gazebo - aisle runner - ring box for both rings - photo props - straws for cocktail party - additional decoration for aisle ( petals etc) I haven't included oot bags or what I need to buy for the contents. Plus ill have another list for stuff I need to print.
Decoration shopping list
Started by amylouise, Mar 17 2013 06:53 AM
No replies to this topic
0 user(s) are reading this topic
0 members, 0 guests, 0 anonymous users


text:
|– For Parents of Daughters with Galactosemia and POI
– For Women with Galactosemia and POI
– Other Resources
Click here for a complete, printable PDF of this guide.
Click here to order a full-color, paper booklet of this guide.
This glossary explains words used in the Guide to Galactosemia and Primary Ovarian Insufficiency (POI).
Amenorrhea [ey-men-uh-ree-uh]: A word used to describe when a woman's menstrual period is not normal. Primary amenorrhea describes when a woman's period does not start when it should (by 15 years of age). Secondary amenorrhea describes when a woman's period stops after she has already had it several times.
Estradiol [es-truh-dahy-awl]: An important form of estrogen. It plays a role in the growth of the female uterus and vagina. It also helps breast development.
Estrogen [es-truh-juhn]: This is a word for several female sex hormones, such as estradiol, that are made by the ovaries. A lack of estrogen can cause health problems like heart disease and osteoporosis.
Follicle Stimulating Hormones (FSH) [fol-i-kuhl stim-yuh-lat-ing hawr-mohn]: This is a hormone released by the pituitary gland when the brain senses that not enough estrogen is being made. Women with POI tend to have a high FSH level since their ovaries are not able to respond to FSH and produce estrogen.
Gamete Intrafallopian Transfer (GIFT) [gam-eet in-tra-fuh-lop-i- an trans-fur]: A medical procedure where a woman's egg is placed in one of her fallopian tubes with a man's sperm.
Gonads [goh-nads]: This is a word for the reproductive glands found in humans. The female gonad is called the ovary. The ovary is one of a pair that produces eggs and releases hormones like estrogen. Hormone [hawr-mohn]: A chemical or substance in the body that controls the activities of certain parts of the body.
Hormone Replacement Therapy (HRT) [hawr-mohn ri-pleys– muhnt ther-uh-pee]: Hormone replacement therapy is a medicine that a woman with POI takes to replace the estrogen and other hormones her body is not producing naturally. There are many forms of hormone replacement therapy, including pills, patches, shots, and vaginal rings.
Hypothalamus [hahy-puh-thal-uh-muhs]: An area of the brain that controls things like sleep patterns, hunger, and body temperature by producing hormones, including one that regulates FSH release.
Infertility [in-fur-til-i-tee]: The diminished ability to become pregnant and have a child. It is also defined as the inability to become pregnant after a year of regular intercourse without birth control.
In-Vitro Fertilization (IVF) [in-vee-troh fur-tl-uh-zey-shuhn]: A medical procedure that occurs in a lab where a sperm is placed in a petri dish with a woman's egg. The fertilized egg is then inserted into a woman's uterus.
Osteoporosis [os-tee-oh-puh-roh-sis]: Osteoporosis is a disease in which the bones become weak and are more likely to break. People with osteoporosis most often break bones in the hip, spine, and wrist. Estrogen is important to build strong bones. It is important that women with POI receive HRT to reduce their chances of osteoporosis.
Ovary [oh-vuh-ree]: This is the female gonad. The ovary is one of a pair of reproductive glands in women. They are located in the pelvis. The ovaries produce eggs (ova) and female hormones.
Pre-menstrual Syndrome (PMS) [pre-men-stroo-uhl sin-drohm]: A combination of physical and mood disturbances that happen before a woman's period. Symptoms can include breast tenderness, bloating, and psychological changes such as anger and depression.
Primary Ovarian Insufficiency (POI) [prahy-mer-ee oh-vair-ee-uhn in– suh-fish-uhn-see]: POI (sometimes called premature ovarian failure or POF) is a term used by doctors when a woman is under 40 and her ovaries are not working normally. This means that her ovaries are not making estrogen and other hormones that are important to her health. Galactosemia is one of the few known causes of POI. About 1 in 1,000 women in the United States under the age of 29 have POI. Most women with POI do not know what caused it.
Uterus [yoo-ter-uhs]: A hollow organ found in a woman's lower abdomen. This is where a fertilized egg implants and grows. It is also called a womb.
Previous: Other Resources
Click here for a complete, printable PDF of this guide.
Click here to order a full-color, paper booklet of this guide.


text:
Originally Posted by AlexRus
She has choreo unlike Gracie, 3Lz+3T (and 3Lz+3T+2T) unlike Ashley.
Hope she will be great skater.
Lol I couldn't agree more about choreography. Gracie's sp had at least 2 completely class-less moves and Kanako displayed just how one doors Spanish choreography with class. I like Angela too. I think she may fight for that second spot. I predict the second will go to Gao however. Hoping one goes to Mirai....
Forum Rules


text:
I Am a Good Girl
Personal Stories, Advice, and Support 742 People
I am a good girl that was turned badwhen I was turned on by the power of older men. The older boy at school my teacher and my step father. I slept with all of them and wanted them to be in control... I'm still a good girl... I am just a good girl that has had one too many older guys take wanted advantage of her...
saxxygal 26-30, F 3 Responses 2 Apr 5, 2015
It's so strange . I have been in my hometownfor almost a week and I haven't been partying or smoking or having sex, which is so easy for me here . I had a shot of tequila and I'm going to lunch with friends . That is my total excitement .
Alylovespuppies 18-21, F 8 Jul 29, 2015
no matter what my school record,my parents, my priest and my friends say!
claire0110 16-17, F 2 Responses 8 Feb 17, 2016
Good girls are just bad girlsthat never got caught ;)
rainbowmuffins 22-25, F 3 Responses 26 Dec 30, 2014
So i am 15 a teenagerand what i see people my age doing and talking about is disgusting. Firstly they grow up too fast! I mean they say "saturday we are going to get drunk" and im like ***** pleasee you are only 14 you should not even be drinking. People my age have sex, They are under age!! They...
Keshawilliams 31-35, F 1 Response 6 Feb 18, 2015
I hate when people ask me "Are you still a goodgirl?" Just read this.
EmiTru 22-25, F 2 Responses 7 Aug 7, 2014
I'm obviously a man, not a girl.That being said, I have a special soft spot in my heart for the good girls. The girls who treat everyone with such love and tenderness. The ones who call their parents and friends. The ones who remember birthdays and give back rubs. The girls who enjoy being a woman, and aren...
TheRedTie 31-35, M 1 Response 9 Jan 12, 2016
I am who I am, but I don't really like itwhen almost everyone I know describes me as "that nice girl." It's just so... restricting and limiting sometimes... Come on, there is more to me than niceness!!
A good little girl that loves to be spankedwhen gone very very bad. :O
Sen22 22-25, F 4 Responses 16 Oct 20, 2015
I'm having one of those dayswhere my middle finger is the answer to everything.
SailorsAngel 41-45, F 1 Response 8 Apr 4, 2015
I am a good girl I do what is expected of meand I don't talk back
katiekennedy 26-30, T 1 Response 2 Apr 5, 2015
I don't send picturesand I don't share my real name on the Internet. everyone calls me Raven. doing this allows me to post "bad girl" things
I'm a good girl. Mama raised me right.Those belt and extension cords lashes really paid off. I dress like a good girl. I talk like a good girl and I act like one. I keep my legs closed. I get good grades. I don't do drugs.But I never let anyone take advantage of me. I remind people I'm a good girl, but there's a bad...
KiannaJ 26-30, F 2 Responses 3 Jul 25, 2014
I do y homework. I feedand bathe my horses. I do the laundry. I clean the house. I cook breakfast lunch and dinner. I help my sister with her homework. I never complain. I look like a girl ... but I don't think I am.
I don't like being a people pleaser all thetime. It gets sickening. A girl has to know how to stand up for herself. I have no master. Nor would I want one.
I am to good lol never really misbehavedor had many mean tendacies some people say im to nice. Sometimes I want to be a bad girl and do naughty things lol XD live a little and be a Little bit of a rebel.
FallingRose 18-21, F 1 Response 3 Mar 5, 2016
I think every girl is a good girl And a badgirl in bed. In public we can be really sweet to you but in bed we are an animal in the sheets.
lorrena19 22-25, F 3 Responses 4 Apr 5, 2015
I've turned a new leaf,no more ************ for the next 10 minutes.
campingonmars 26-30, F 12 Responses 21 Jun 21, 2015
The Good GirlHi. I'm a 20 year old virgin who doesn't smoke or drink. In fact, I've never tasted a sip of alcohol or smoked anything. I also really care what my parents think and rarely do anything without asking permission first. I realize this has earned me the label of Good Girl, Goody Two...
Thewhisperer 18-21, F 2 Responses 3 Jun 7, 2013
I kind of hate the term "good girl".. I prefer the term "normal girl who knows not to do stupid **** and cares about self respect / self worth" :)
PsychGirl94 22-25, F 1 Response 6 Apr 4, 2015
That can be bad, because people tend to takeadvantage of my good nature. I am standing up for myself more and not allowing that to happen any longer.
ErraticSarcastic 31-35, F 1 Response 5 Nov 24, 2015
But since I am definitely not perfect,I have my bad girl moments too.
Mrskatearch 31-35, F 1 Response 6 Jan 3, 2016
nothing like the feeling you getwhen you hear good girl
I know what is rightfor me and I know what is not right for me. When I was frolicking through my younger years, I ignored that voice that warned of danger and/or stupidity. I pulled some things that should have alienated me from people I cared about. Around 35 or so, things changed for me. The...
I Think I Am A Good Girl :)I am a good girl. I always have a nice thinking for my friends, and i want to help everyone when i have a chance to help them. I rarely get mad at anyone. I am not rich, but i am kind-heart-ed. In my mind, I always look forward to what will be best to my family and my friends. I...
ngakim90 22-25, F 5 Responses 4 Jul 5, 2013
I DON'T DRINK, DON'T SMOKE.I DON'T .....ANYTHING. WHAT the HELL IS WRONG WITH ME?
TheChurchLady 46-50, F 19 Responses 14 May 30, 2015
some boys likes good girlsso they can be bad for them(in a good way, suppose)
jaycecalms 18-21, F 1 Apr 7, 2015
When guys say "good girl" After you dosomething they want... UGH YES
bbypink122 13-15, F 2 Responses 4 Feb 17, 2016
cuz good girls are bad girlsthat haven't been caught...
christinelim819 18-21, F 2 Responses 7 Apr 5, 2015
Ive always been a good girl.And i don't want to be. I am so in experienced, not just sexually but across all domains. Ive always done what i am told, and whats expected of me. I just want to tell the world to **** off and do what ever i feel like doing.
any girls want me to be yr misstressor miss pme and come chat
bikniigirl 31-35, F 2 Responses 5 Jan 4, 2016
Bad Girls are girls who bend overand say, "Give me more." Good Girls are girls who bend over and say, "May I please have some more Master?"
Mcinacann 41-45, F 9 Responses 11 Jan 29, 2014
Just like my name says I'm a sweetpea,a good girl but just with a naughty streak in me and likes to play. Most people see the good girl in me but there have been many times the very naughty side has come out to play
Sweetmepea 36-40, F 1 Response 9 Nov 24, 2015
I've added this experience justbecause it made me think of you.
oddpodd 22-25, F 2 Feb 17, 2016
you gotta be something special to know the badgirl part of me
CallmeHopelessNotRomantic 36-40, F 1 Response 4 Dec 13, 2014
In today's society it'sso acceptable to flaunt and freely give what you have. That's why I've chosen not to. If you like it then you need to put a ring on it.
minisuko 31-35, F 2 Responses 5 Feb 12, 2016
EP I've left you and returned 3 times...each time hoping you had changed, but I learned to accept your flaws. And now after a fair chunk of time, and a lot of effort...you're abandoning me? Pfft fine, take off... I can find another.. Easy... You're not that hot anyway...
GoldenDuck 41-45, F 2 Responses 5 Mar 23, 2016
I love when guys call me a good girl.Not sure why exactly lol :)
babykaykez19 22-25, F 4 Responses 4 Jan 3, 2015
You've got pep in your step You live your lifewith no regret How you look when you are wet Is something I cannot forget I just wanna kiss your lips The ones between your hips If I cashed in all my chips on you Then baby, I'd be rich So come on! Sexy, please text me I'm ready for you So come on! Waiting, I'm begging So...
BrokeAssBxtch 18-21, F 1 Response 1 Dec 9, 2015


text:
For this very merry time of year, author Karen Jean Matsko Hood presents a unique cookbook that is full of tasty and satisfying recipes designed around the themes, colors, and traditions of Christmas. Inside are page after page of mouth-watering recipes that, when prepared, will certainly be a hit with both family and guests alike during this special season. Written for the novice and the experienced cook alike, Christmas Delights Cookbook is a valuable addition to your kitchen library, especially when it is coupled with the other Holiday Series, and it makes the perfect gift for the chef on your giving list.
Please visit our websites at www.WhisperingPinePress.com, www.WhisperingPinePressBookstore.com, and www.ChristmasDelights.net. 6 x 9, 324 pp., featuring a full-color cover in a variety of bindings. Whispering Pine Press International, Inc., Your Northwest Book Publishing Company.
- Inside You Will Find:
- Christmas Themed Recipes
- Christmas Folklore
- Christmas Facts
- Christmas Themed Poetry
- Christmas History
- Author's Commentary
- Index and Glossary
- Measurement Charts
- Tips on Preserving
LCCN: 2014 pending BISAC 1 CKB042000 BISAC 2 CKB077000 BISAC 3 CKB101000 BISAC AUD 01
ISBN: 978-1-59434-156-4 case bound $ 29.95 plus shipping
ISBN: 978-1-59434-157-1 perfect bound $ 19.95 plus shipping
ISBN: 978-1-59434-158-8 spiral bound $ 21.95 plus shipping
ISBN: 978-1-59434-159-5 comb bound $ 22.95 plus shipping
ISBN: 978-1-59434-162-5 E-PDF $ 9.99 download
ISBN: 978-1-59210-391-1 E-PUB $ 9.99 download
ISBN: 978-1-59434-867-9 E-PRC $ 9.99 download
About the Author: Karen Jean Matsko Hood is the author of numerous cookbooks, children's books, poetry, and more. A woman of wide interests, she, her husband, many of her sixteen children, and foster children make their home in Greenacres, Washington. Ms. Hood is currently working to complete research toward her Ph.D. in Leadership Studies at Gonzaga University.
Websites: www.KarenJeanMatskoHood.com and www.KarenJeanMatskoHoodBlog.com
Twitter: @KarenJeanHood
Author's Availability: Washington State and nationwide by arrangement.
Contact: Marketing and Sales Department at Whispering Pine Press International, Inc.
Phone: (509) 928-8700 or Fax: (509) 922-9949
Email: firstname.lastname@example.com
Website: www.WhisperingPinePress.com, www.WhisperingPinePressBookstore.com
Blog: www.WhisperingPinePressBlog.com
Whispering Pine Press International, Inc., P.O. Box 214, Spokane Valley, WA 99037-0214 USA


text: The inheritance from io.RawIOBase seems fine. --Guido van Rossum (home page: http://www.python.org/~guido/) On Mon, Dec 15, 2008 at 11:19 AM, Jeremy Hylton <jeremy at alum.mit.edu> wrote: > I have a patch that appears to fix this bug > http://bugs.python.org/file12361/urllib-chunked.diff > but I'm not sure about its interaction with the io module and > RawIOBase. Is there a new IO expert who could take a look at it for > me? > > Jeremy > > On Sun, Dec 14, 2008 at 11:06 PM, Jeremy Hylton <jeremy at alum.mit.edu> wrote: >> This bug is pretty serious, because urllib will insert garbage into >> the application-visible data for a chunked response. It simply >> ignores the fact that it's reading a chunked response and includes the >> chunked header data is payload data. The original bug was reported in >> September, but no one noticed it. It was reported again recently. >> >> http://bugs.python.org/issue3761 >> http://bugs.python.org/issue4631 >> >> I suspect we'd want to get a 3.0.1 out as soon as this is fixed, but >> that's not my call. >> >> Jeremy >> > _______________________________________________ > Python-Dev mailing list > Python-Dev at python.org > http://mail.python.org/mailman/listinfo/python-dev > Unsubscribe: http://mail.python.org/mailman/options/python-dev/guido%40python.org >


text:
technically I just got a new part for my scrollsaw, but without the new wrench I can't change the blades on my saw. Stopped in a the local tool vendor and he is placing the order for me. I should be back and scrolling by next weekend.
The older Delta VS saw I have uses the this funky two pronged allen wrench to release the lower blade mount.


text: Module Name: pkgsrc Committed By: minskim Date: Fri Jan 29 09:57:51 UTC 2010 Modified Files: pkgsrc/print/tex-preprint: Makefile distinfo Log Message: Update tex-preprint to the version in TeX Live 2009. - Copyright updates. To generate a diff of this commit: cvs rdiff -u -r126.96.36.199 -r1.2 pkgsrc/print/tex-preprint/Makefile \ pkgsrc/print/tex-preprint/distinfo Please note that diffs are not public domain; they are subject to the copyright notices on the relevant files.


text:
View Cart | Sign In | Register New Account
After over four years immersed in the shoe party industry My Shoe Shoppe has closed. We are no longer taking orders or providing refunds/exchanges.
Thank you to all our wonderful customers and shoe representatives. You've made it a great experience for us!


text:
Yesterday I called on Congress to pass an emergency measure to require Emergency Paper Ballots be made available at the polls during this November's general election. I spelled out several reasons for this last-ditch, "Hail Mary" attempt to try and mitigate just some of the myriad problems and disenfranchisment that will occur at polling places this year thanks to new, poorly designed, malfunctioning, unsecure electronic voting machines now deployed across the nation.
Never mind the electronic voting machine fraud that is likely to occur. Never mind the proven inaccuracies of these god-awful machines. Never mind the ease at which they are now proven to be hackable. My concern right now --- this late in the game --- is simply to assure that voters who show up at the polls and are legally registered to vote, may actually be able to cast a vote at all!
In primary after primary this year, voters have been told to "come back later" or, at best, given a provisional ballot (which may or may not ever be counted) when voting machines either failed to work or, frequently, weren't even present by the time voters showed up to vote. That is voter disenfranchisement, pure and simple, and it affects voters of any and all political stripes.
Common sense (one would think) would dictate that State and County Election Directors would mandate Emergency Paper Ballots for voters to use in the event of machine unavailability. Though the Secretaries of State in several states so far this year (Texas, Arkansas, etc.) have issued emergency orders for such Emergency Paper Ballots, remarkably, many states and counties didn't bother and thousands of legally registered voting citizens were sent home in the bargain.
The legislation required by Congress to mandate Emergency Paper Ballots (I call it the "LET AMERICA VOTE ACT") is incredibly simple. In yesterday's article, I included a three-sentence piece of legislation. Below, is a more fully-formed draft legislation based on those three sentences as sent to me orginally by Bob Wilson of the Illinois Ballot Integrity Project.
Along with additional tweaks by myself and a few others, my complete suggested legislation can be read --- in it's entirety --- in about 30 seconds. It's posted in full below.
If Congress cares (and if you help them to do so!), I'm quite certain that this measure can be passed by both houses of Congress and signed by George W. Bush with Terri Schiavo-like speed.
I'd think our democracy is worth at least as much. And I know it's certainly worth trying for!
Some have responded to my call for this LAVA legislation ("Let democracy flow!") by pointing out that the method of counting and/or auditing these Emergency Paper Ballots must be included in the legislation. My answer to them is that I agree with their point! However, at this late in the game (with only some 5 or 6 legislative days left before Congress recesses prior to the election) I don't want to give any Congress member any reason to oppose this act!
In other words, with the time we have left, if all we can do is assure that at least there will be a piece of paper on which a registered voter may cast a vote this November --- if they bother to show up --- then we will be doing a service to democracy. It's an incredible fact, but even something as simple has that has not been the case in many places this year. Last week's Maryland primary, were thousands were forced to go without voting at all when the machines failed to work, was a prime example!
Some have said there is no time to get this bill passed. I don't care. Let's get it passed anyway. If it fails, at least we will have a "paper trail" to point back to on November 8th when everyone else is wondering what went wrong and if anybody had tried to do anything about it while there was still time. Those of us who give a damn will have done everything we could.
I continue to speak to folks in Congress about sponsorship of this bill, and I urge all American citizens to contact their Congress Members --- as well as their state and local officials --- to demand that non-provisional Emergency Paper Ballots be made available at the polls this year!
You can contact your Congress person here (and you can contact local media here.)
(The URL for this article is: http://www.bradblog.com/?p=3502. Feel free to point them to it!)
Let's get to work! This effort is about all we have left legislatively at this point! Please spread the word everywhere. My complete suggested language for the LET AMERICA VOTE ACT is posted below...


text:
WhatsApp allows mobile phone users to message each other from Android, iPhone, Blackberry to Windows phones. The service uses WiFi to bypass traditional cell phone charges for texting.
WhatsApp Corporate Offices
3561 Homestead Road
Santa Clara, CA 95010-5161 USA
Phone: 1-510-494-1228
Email: [email protected]
©2008-2017 Customer Service Numbers, Inc.
Privacy Policy | Contact Us
privacy policy


text:
The AP's Rachel LaCorte has the story:
OLYMPIA, Wash. (AP) – The state Democratic Party is suing to get a Republican on the ballot.
The party sued Secretary of State Sam Reed on Tuesday, saying Dino Rossi should be listed as a Republican, instead of "prefers GOP party," on the November ballot for governor.
The lawsuit, filed in King County Superior Court, argues that "allowing Mr. Rossi to obscure his true party preference and affiliation directly violates the law, would mislead a substantial portion of the voting public and would breed cynicism and mistrust in our public institutions and, indeed, in our electoral process."
Rossi is facing a rematch with Gov. Chris Gregoire, who beat him by 133 votes four years ago after three counts and a court challenge.
Under Washington's new "top two" primary system, Rossi was allowed to pick how he wanted to be identified. Local polling has shown some voter confusion about the Republican nickname GOP, an abbreviation for Grand Old Party.
A recent poll by independent pollster Stuart Elway found that Gregoire had a 10-point advantage over Republican Rossi but a 4-point advantage when Rossi was listed as GOP.
Democrats say he's trying to hide his true affiliation. Rossi says he's not trying to mislead voters and is just sticking with the party tag he used on campaign material in 2004, although he appeared on the ballot that year as a Republican.
State Republican Party Chairman Luke Esseer responded to the lawsuit, saying Democrats are trying to distract voters from a projected $3.2 billion revenue shortfall.
"The term "GOP," short for "Grand Old Party," has been around for more than 100 years and is very frequently used by the media and people in politics to refer to the Republican Party. We should know, we're the Republican Party. A quick search of local newspapers for "GOP" will yield literally thousands of results. Plus Dino Rossi has used "GOP" on his yard signs and campaign materials since his first state Senate campaign in 1992," Esser said.