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The sun is creeping up over the Mississippi in New Orleans, and Ed Reed might still be partying.
The Ravens safety and area native was among the most ebullient players (among many) on their side, with a big cigar clenched in his teeth and at one point belting out Eddie Money's "Two Tickets to Paradise" in the middle of his post-game interview.
But it was a different kind of music he was thinking about as he celebrated in his hometown.
"This season, man I'm ready to kick my feet up, but I can't," Reed said, via the Baltimore Sun. "I'm ready for Rebirth [Brass Band]. Ready to second-line all the way up Poydras [Street], man. We about to walk all the way back to the hotel like we do it in New Orleans."
But while he'll need some rest, the 34-year-old who has battled multiple injuries insisted he wasn't ready to retire like that other high-profile defensive teammate you may have heard something about.
"This is not it," Reed shouted. "This is not it. I'm not done."
Reed's dealt with a torn shoulder labrum, and was in and out of the game last night. But he said that when the adrenaline wears off and he has some time to assess things, he'll make a decision, but is inclined to play longer.
"It's all about right now," Reed said. "I'll reassess things the way I always do and we'll tune in and get back to you all. It's all about the moment. I'm not even thinking about this. I love this game. If I'm able to do it, I'll be doing it."
Reed will be a free agent in March, and at his age, could be a luxury buy for a team that has money earmarked for quarterback Joe Flacco.
But whether it's New England or someone else, there will be a market for a guy who continues to make plays, on the biggest stage.


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Regular dentist visits can do more than keep your smile attractive – they can also tell dentists a lot about your overall health, including whether or not you may be at risk for chronic disease.
New research suggests that the health of your mouth mirrors the condition of your body as a whole. For example, when your mouth is healthy, chances are your overall health is good, too. On the other hand, if you have poor oral health, you may have other health problems.
Research also shows that good oral health may actually prevent certain diseases from occurring.
Gum disease and health complications
According to the Academy of General Dentistry, there is a relationship between gum (periodontal) disease and health complications such as a stroke and heart disease. Women with gum disease also show higher incidences of pre-term, low birth-weight babies.
Other research shows that more than 90% of all systemic diseases (diseases involving many organs or the whole body) have oral manifestations, including swollen gums, mouth ulcers, dry mouth and excessive gum problems. Such diseases include:
Oral Cancer
Pancreatic Cancer
Heart Disease
Kidney Disease
Since most people have regular oral examinations, their dentist may be the first health care provider to diagnose a health problem in its early stages.
Poor oral health can lead to problems
If you don't take care of your teeth and gums, your poor oral hygiene can actually lead to other health problems, including:
Oral and facial pain.According to the Office of the Surgeon General, this pain may be largely due to infection of the gums that support the teeth and can lead to tooth loss. Gingivitis, an early stage of gum disease, and advanced gum disease affect more than 75% of the U.S. population.
Problems with the heart and other major organs.Mouth infections can affect major organs. For example, the heart and heart valves can become inflamed by bacterial endocarditis, a condition that affects people with heart disease or anyone with damaged heart tissue.
Digestion problems.Digestion begins with physical and chemical processes in the mouth, and problems here can lead to intestinal failure, irritable bowel syndrome and other digestive disorders.
What you can do
Seeing a dentist regularly helps to keep your mouth in top shape and allows your dentist to watch for developments that may point to other health issues. A dental exam can also detect poor nutrition and hygiene, growth and development problems and improper jaw alignment. Provide your dentist with a complete medical history and inform him or her of any recent health developments, even if they seem unrelated to your oral health.
At home, you can practice good oral hygiene:
Brush twice a dayfor at least two minutes, using fluoridated toothpaste.
Floss dailyto remove plaque from places your toothbrush can't reach.
Eat a healthy dietto provide the nutrients necessary (vitamins A and C, in particular) to prevent gum disease.
Avoid cigarettes and smokeless tobacco, which are known to contribute to gum disease and oral cancer.
Visit the dentist regularlyfor cleanings and exams. This is one of the most effective ways to detect the early signs of gum disease.
Get started on the journey to total health by scheduling an appointment with your smile team at Summit Family Dental Care in Warsaw or Geneseo. Call today, (585) 786-3676 in Warsaw or in Geneseo at (585)243-5588.

subset: commoncrawl


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Tickets sold out in under 24 hours making this year the fastest selling Glastonbury Festival. It was widely acclaimed as 'the best yet' – the weather was perfect, atmosphere chilled, Pilton was crime free and the line up brilliant. Over a million pounds was paid to local groups and charities. Greenpeace, Oxfam and WaterAid were the main beneficiaries and on site FairTrade led a high profile campaign
Acts included: Love with Arthur Lee, Damien Rice, De la Soul, Flaming Lips, Jimmy Cliff, Moby, Radiohead, REM, The Damned, The Darkness, The Thrills; Tokyo Ska Paradise Orchestra and Nightmares on Wax in Lost Vagueness; Bill Bailey, Ross Noble, Black Sky White in the Cabaret areas plus a huge variety of kid's entertainment and the creative madness that is Lost Vagueness.
Attendance 150.000. Tickets £105, including programme.
A reproduction of this poster is available to buy from the Glastonbury Shop.


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We value everyone who works for us
We make sure that all of our people are safe and healthy, and have the chance to develop their full potential, wherever they work.
A first-class working environment
We believe in creating a first-class working environment where individual and ethical behaviour is key. Our people have what they need to perform at their best over the long term. Learning programmes that seek to build on people's strengths so that they have the skills and knowledge to develop. And fulfilling careers in an organisation where they can make an impact. We also strive to have a diverse mix of people from different cultures, ages, geographies and genders, to reflect the world in which we operate and facilitate innovative thinking across the business.
Keeping people safe and healthy at work
At Mölnlycke, we're committed to providing a healthy and safe environment for our employees, suppliers and visitors at all of our sites around the world. We continuously work to eliminate potential risks in the workplace, monitor safety performance and comply with relevant laws wherever we operate.
Our approach to health and safety management
We take proactive measures to prevent accidents at all of our operating sites and comply with local health and safety regulations.
Each of our factories has a health and safety team consisting of a cross-section of employees who meet regularly in order to discuss health and safety issues and recommend actions to prevent accidents. We also encourage collaboration between our sites, so that we can share best practice and achieve improvements across the company. Environment, Health and Safety (EHS) representatives from each site meet monthly with the regional and global EHS management to discuss issues and share ideas.
Our health and safety policy
Our health and safety policy is part of our wider mission to prevent harm and provide safe medical solutions for healthcare professionals and patients. The policy also commits us to maintain the health, safety and welfare of our employees and society by:
- complying with all relevant statutory occupational health and safety legislation and regulations
- ensuring that procedures are in place for employees to raise health and safety issues and provide training to raise awareness among all employees
- establishing health and safety objectives and reviewing them in order to achieve continuous improvements and to minimise risks and hazards
Health and safety performance
We monitor and measure our health and safety performance systematically every month. The results are presented and discussed in reports to our management-based on comparison against our global targets regarding the number of:
- Lost time accidents (LTA) per million working hours
- Lost time days (LTD) per million working hours
- reported Near Miss Incidents
- corrected Near Miss incidents
Sustainability report
Every year, our sustainability report looks at the impact of our business, products and productions on our people, the environment, our suppliers and the communities where we operate.
Read our Sustainability report
Supplier relations
We choose our suppliers carefully and visit them regularly to make sure they live up to our ethical standards.
A responsible business
We're an ethical business. Our Code of Conduct demands integrity from our people. And we only work with partners and suppliers who live up to our standards.


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Purolator 22x22x1
Pleated Filters
Purolator HE 40 pleated filters are made with 100% synthetic fibers providing mechanical efficiency to achieve a Merv 8 rating with low resistance to air flow. The heavy duty beverage board frame provides a moisture resistant, sturdy frame with expanded metal support grid which is made of galvanized steel for maximum rust resistance and stands up to rough handling, difficult service conditions, and long service life. Available in 1, 2, and 4 inch.
Best Used For...
- Expanded Metal Support Grid
- Heavy-Duty Double Wall Constructed Frame
- High Dust Holding Capacity
- Moisture Resistant


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We view protection of Your privacy as a very important principle. We understand clearly that You and Your Personal Information is one of Our most important assets. We store and process Your Information including any sensitive financial information collected, if any, on computers that may be protected by physical as well as reasonable technological security measures and procedures. Our current Privacy Policy is available at Privacy. If You object to Your Information being transferred or used in this way please do not use Website.
We may share personal information with our other corporate entities and affiliates. These entities and affiliates may market to you as a result of such sharing unless you explicitly opt-out.
We may disclose personal information to third parties. This disclosure may be required for us to provide you access to our Services, to comply with our legal obligations, to enforce our User Agreement, to facilitate our marketing and advertising activities, or to prevent, detect, mitigate, and investigate fraudulent or illegal activities related to our Services. We do not disclose your personal information to third parties for their marketing and advertising purposes without your explicit consent.
We may disclose personal information if required to do so by law or in the good faith belief that such disclosure is reasonably necessary to respond to summons, court orders, or other legal process. We may disclose personal information to law enforcement offices, third party rights owners, or others in the good faith belief that such disclosure is reasonably necessary to: enforce our Terms or Privacy Policy; respond to claims that an advertisement, posting or other content violates the rights of a third party; or protect the rights, property or personal safety of our users or the general public.
We and our affiliates will share / sell some or all of your personal information with another business entity should we (or our assets) plan to merge with, or be acquired by that business entity, or re-organization, amalgamation, restructuring of business.
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Exustar PR15 Pedals
Pedal built with quality materials. It features a strong, aluminum body, and a Cr-Mo axle on a slimline dual bearing system.
- LSL bushing & sealed bearings
- Tension gauge
- Aluminum Body with CNC-Machined chromoly spindle
- Includes E-RSL1 SPD-SL Style Cleats and mounting hardware
Clipless pedals, shoes, and cleats come in many varieties, some specific to one brand or another. If you have a favorite, you may already know what you're looking for, and what is compatible.
Want some help choosing the right pedals and/or shoes? Interested in trying something new? Contact us to ensure your shoes are compatible with your pedals, and all of it's compatible with you.


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I teach one of the world's most popular MOOCs (massive online open courses), "Learning How to Learn," with neuroscientist Terrence J. Sejnowski, the Francis Crick Professor at the Salk Institute for Biological Studies. The course draws on neuroscience, cognitive psychology, and education to explain how our brains absorb and process information, so we can all be better students. Since it launched on the website Coursera in August of 2014, nearly 1 million students from over 200 countries have enrolled in our class. We've had cardiologists, engineers, lawyers, linguists, 12-year-olds, and war refugees in Sudan take the course. We get emails like this one that recently arrived: "I'll keep it short. I've recently completed your MOOC and it has already changed my life in ways you cannot imagine. I just turned 29, am in the middle of a career change to computer science, and I've never been more excited to learn."
It's a wonderful feeling to receive notes like this, as teachers around the world know. As gratifying as the note is personally, it also speaks for the impact of MOOCs. We all know about the importance of an education system, and how much society could gain if education, particularly for the disadvantaged, were improved. Online courses allow us to scale up those opportunities—a better education at lower cost. Already the numbers are impressive. More than 500 colleges and universities and 200 organizations and institutions offer MOOCs, with a total of 30 million users.
At the same time that "Learning How to Learn" has been one of the most satisfying experiences of my 20 years as a teacher—I am currently a professor of engineering at Oakland University in Michigan—I confess to feeling a little defensive. The success and tremendous educational potential for MOOCs has been dinged by some high-profile articles in the past couple of years. In an article called "Trapped in the Virtual Classroom" in the New York Review of Books, David Bromwich, the Sterling Professor of English at Yale University, claimed that the "MOOC movement cooperates with the tendency of mechanization" and "discourages more complex thinking about the content and aims of education." Some research papers have reported the dropout rate in MOOCs is above 90 percent. And Robert Zemsky, Chair of the Learning Alliance for Higher Education at the University of Pennsylvania Graduate School of Education, has written that MOOCs, facing diminishing prospects, "were neither pedagogically nor technically interesting."
Human brains have evolved with a flitting, fleeting ability to maintain focus on any one thing.
I would venture to say most MOOC deniers have little experience with creating and teaching online courses. The reality is MOOCs can be artistically and technically fascinating and can have terrific pedagogical advantages. This is particularly true in the fraught area of STEM (Science, Technology, Engineering, Math), where difficult explanations often cry out for a student to replay a portion of a lecture, or simply to take a pause while comprehension works its way to consciousness. As for those dropout rates, Keith Devlin, a mathematician at Stanford University, has pointed out that some widely cited papers on MOOC attrition have depended on traditional metrics of higher education that are "entirely misleading." People sign up for MOOCs for different reasons than they do for traditional college classes. "A great many never intend to complete the course," Devlin writes. They "come looking for an education. Pure and simple."
With the best MOOCs, students are getting an education that does indeed encourage complex thinking about the goals of education. Online courses can hold students' attentions, at times better than teachers can. Creating "Learning How to Learn" provided an opportunity to do a "meta" on teaching and learning. Terry and I could use the online medium to help overcome some of challenges that students experience when facing traditional methods of teaching, and give them insight into the learning process itself.
Chilean recluse spiders are believed to be among the most dangerous recluse spiders. One bite can kill you. Those suckers are big—up to an inch and a half across. They're also very fast. Imagine you spot a Chilean recluse spider 20 feet in front of you on the floor. Look again—suddenly, it's two feet in front of you. That gets your attention, doesn't it?
We're beginning to tease out the neurocircuitry behind why motion—especially looming motion like that of a spider—attracts attention. When looming objects are detected, neurons send a cascade of information to the brain's amygdala, a processing center of emotions and motivation. Looming is a big deal, phylogenetically speaking—creatures as different as insects, reptiles, birds, and people respond to looming motion.1
Human brains have evolved with a flitting, fleeting ability to maintain focus on any one thing. Those who kept too fixed a gaze on the wildebeest they were stalking could end up being killed by the lions stalking them. So it shouldn't be a surprise to learn that humans may not have been meant to sit boxed up for prolonged periods, focused on a teacher in a classroom. No matter how much we might like or be interested in the material, a lecture is out of tune with how our brains work.
This is a problem for teaching. It sounds heretical to even ask whether teachers help us learn. Our intuition tells us they should. And in fact they do help us learn—the best teachers seem to get inside our heads to intuit just what we need to get that ah ha! of initial understanding. They can charm, bedevil, and inspire us to learn well, even when the mountaintop of mastery seems insurmountably high. Clear explanations, inspiration, humor, personal focus on individual pressure points of conceptual misunderstanding—they all help us want to keep moving forward in the sometimes difficult task of learning.
But counterintuitive research has shown that teachers don't seem to help us learn very well. A 1985 paper, "The initial knowledge state of college physics students," by physics professors Ibrahim Abou Halloun and David Hestenes, revealed that when we put physics students in front of a traditional "talk-and-chalk" instructor, those students claw their understanding of physics forward by only a tiny amount—even when the teacher is an award-winner.2
One of the tricks used by many of the past greats in science has been to imagine themselves transported into what they're trying understand.
The Halloun and Hestenes paper produced an upheaval in science education. How could it be that traditional methods did such a poor job of educating? As researchers grappled with the implications, they began to test out new and better methods for teaching. Seminal research by physicist Richard Hake and others revealed that interactive engagement in a classroom, including big classrooms with over 100 students, resulted in a marked improvement of knowledge gained in a semester, compared to more traditional "sage on the stage" approaches.3 Maintaining students' attention can be improved, it seems, by allowing them to talk and work interactively with one another.
Many college classrooms have shifted to this approach. A meta-analysis by Scott Freeman and his colleagues in the Proceedings of the National Academy of Sciences revealed that "active" learning produces such an improvement in science, engineering, and math classrooms that it is almost pedagogical malpractice not to use it.4 But learning can't all be interaction. Sometimes the more the interaction, the slower the progress. Usually, proponents of active learning (I'm one of them; I coauthored a 2004 paper on the subject) suggest that a good approach to teaching provides a balance of explanation time by the instructor coupled with "active" time, where students are able to grapple with the material themselves, often while interacting with teammates.5
The resolution to the paradox about the value of teachers lies, it seems, in the context of the researcher's studies. Private tutoring can naturally hold a student's attention by not only giving clear explanations, but by switching things up, asking questions, and taking short breaks as needed. In the traditional talk-and-chalk larger classrooms that Halloun and Hestenes were investigating, even the best teachers couldn't help but become boring as a lengthy college class among a herd of other students dragged on.
These findings point toward the flitting nature of our brains—driven much more than we might like to admit by elusive, unconscious factors. Our inability to maintain focus for lengthy periods of time, coupled with our need to try things out for ourselves and talk things out with others, reduces our ability to make the best use of teachers who teach in traditional sage-on-the-stage form.
With the advent of the Internet, an even newer approach to teaching has been the "flipped" classroom. In this approach, professors are recorded on video so they can be viewed at home, helping to synthesize and bring key ideas to life. Class time is then taken up with answering questions and with collaborative interactions: solving problems, discussing issues and concepts in teams, and working out the misunderstandings that have arisen during the preliminary solitary study. These types of personal interactions are where the teacher, and other students, are both invaluable.
The development of the flipped class has led to MOOCs as the next important frontier in education.
Perhaps my biggest asset to creating "Learning How to Learn" was that I had been a terrible student. I flunked my way through elementary, middle, and high school math and science. Remedial math didn't even hit my playbook until age 26, after I'd gotten out of the military. (Poor job prospects can be a great motivator for career change.) I couldn't learn well by listening to lectures—in class, virtually everything but the professor was a shiny object of glorious distraction for me. The only way I could ultimately be successful was to become a classroom stenographer—later studying the notes at my own pace and in my own way.
As I started to learn math as an adult, I was often terribly frustrated by the material—sometimes I felt that textbooks and professors ganged up to present matters in the most arcane way possible. Whenever some professor with a near lifetime experience with Fourier and Laplace transforms would say something like, "Of course, it's intuitively obvious that …" I'd get a shiver, because I knew it wouldn't be intuitively obvious to me. I'm not a quick study—it would often take me a long time to see that what I was looking at was actually very simple.
Terry and I created "Learning How to Learn" to get students to grasp that simplicity themselves. We wanted to incorporate some of the advantages of face-to-face tutoring with recent lessons from video game makers and TV. From the fast pace of Grand Theft Auto to money flying in a dryer in Breaking Bad, motion is an important aspect of reaching deep into viewers' subconscious to get a lock on their attention.
In "Learning How to Learn," we make assiduous use of motion. Using green screen, I can suddenly pop from one side of the screen to another. Or I can loom from full standing to a close up of my face. Or, as I laugh on the side of the screen, I can speed up the onscreen picture-in-picture video of my daughter ineptly backing the family car off the driveway and onto the lawn—a living example of what can happen when procedural fluency hasn't been acquired. It's all video trickery, of course, but it works to keep students' attentions.
In fact, one of the tricks used by many of the past greats in science has been to imagine themselves transported into what they're trying understand. Einstein famously imagined himself chasing a beam of light to help him formulate theories of relativity. Nobel Prize winner Barbara McClintock imagined herself in the realm of the "jumping genes" she became famous for discovering. We can help our students to develop the same sort of intuition as these Nobel Prize winners by bringing objects to life in video in a way that's virtually impossible to do in a classroom. We can walk into the mitochondria of a cell, or the ionic interaction that sparks an aurora, or the spiraling epiphany of Euler's equation.
Online videos allow students to do what their brains are naturally geared for—focusing, replaying the toughest parts of what they're trying to learn, then taking a break.
A technology often used in current "in person" classroom instruction is to have a PowerPoint slide on the screen while the instructor stands to the side. Mimicking this approach in video format, we often see a small talking head in the corner of the screen (which is basically, because of its limited range of motion, like a still image), while the main image—whether it's a piccolo or a Picasso—is enlarged and discussed on another part of the screen.
But this "two image" approach actually increases a learner's cognitive load. With two separate images on the screen, you've got to process two different things at once. However, green-screen technology can allow a professor to appear to walk around a digitally upsized Greek vase that's the same size as she. In a biology video, the professor can point to life-sized structures of the cell. In engineering, she can point to the counter flow aspects of a heat exchanger. This cinematic joining of professor and object-under-discussion into one image reduces cognitive load and focuses students' attention on important details—even when, in real life, those details are small. All this has a big effect in making it easier for students to grasp key ideas.
Metaphors and analogies are just as important to learning as reducing the cognitive load. A theory called "neural reuse" posits that we seem to often use the same neural circuits to understand a metaphor or analogy as we do to understand the underlying process itself.6 When we use water flow as an analogy for electron flow, or the idea of a stalker who creeps ever closer to help us understand the concept of limits in calculus, we're calling into play the same neural circuits that underpin our ability to understand those abstract concepts. Science, engineering, and math professors can be a bit snooty about dumbing down their material through sometimes silly analogies. These types of pedagogical tools are extraordinarily valuable—they serve as intellectual on-ramps to get students on board with complex ideas more quickly by using pre-existing neural circuitry.
Good online courses make students feel professors are speaking directly to them. A teacher's direct focus on the camera translates as personal attention in the videos. Students develop a sense of familiarity; we are often seen as friendly private tutors. It makes us more approachable and "listen-to-able." It's not that we're replacing teachers in a classroom. It's that we serve as additional personalized resources, despite the fact that we're explaining at massive scales. And I should mention that every single video lecture I give in our MOOC is the best lecture on that topic I've ever given in my life.
Online classes make enhanced quizzing available. Testing, as it turns out, is one of the best ways we can learn.7 Tests at key points in videos, and dozens of carefully created alternative quiz questions at the end of each module, can do a lot to improve students' understanding of the materials. Educators sometimes point to research from physics showing that students don't really learn from careful explanations—they learn from making mistakes. But physics, unlike most subjects, is rife with pre-existing misconceptions that induce students to skip past explanations because they think they already understand—a stuck-in-a-rut mindset known as "Einstellung."8 Mistakes in the frequent low-stakes quiz questions available online can force students in physics—or any other subject—to revisit the explanation.
So online videos allow students to do what their brains are naturally geared for—first focusing, then replaying the toughest parts of what they're trying to learn, then taking a little break. They can quiz themselves, or I can quiz them. They can stop the video and stare into the distance, thinking away until all of a sudden, it clicks. They can touch base on the discussion forums with a friend in Zimbabwe or Chile. Much of this is impossible to do in a conventional 2-hour class period. (Have you ever tried to follow 10 fully worked out examples of Bayes Theorem in a 2-hour class period?)
Not all MOOCs are fabulous. But with their increasing diversity and quality, what MOOCs offer students—those enrolled in colleges and those not—is choice. Students can sample a wealth of subjects and classes, and if they are not sparked, move on. And MOOCs alone aren't the answer to improved education. That will come from a variety of sources: MOOCs, resources developed by textbook companies, and teachers themselves. Online assets will not serve as a replacement for in-person instructors—rather, they'll serve as assets, providing high-quality personalized tutoring and great testing materials with rapid grading.
Terry and I made "Learning How to Learn" for less than $5,000, and largely in my basement. I had no previous film editing experience—in fact, I could barely click a camera shutter. Much of the moving imagery for the course was created using simple PowerPoint slides. So I would issue a challenge to MOOC critics. Make your own online course. Film the most interesting, most insightful lecture you've ever given in your life. If you don't think your lecture is good enough, reshoot it until you're happy. Make your video available for millions of students around the world, not just the privileged few in your classes. Come up with questions for a quiz on the mistakes you most commonly see in your classes. You will learn more than you know about the outreach and capabilities of MOOCs. More importantly, you will exemplify a wonderful openness for learning to students everywhere.
Barbara Oakley is a professor of engineering at Oakland University, Rochester, Michigan, and the author of, most recently, A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra). She is co-creator, with Terrence J. Sejnowski, of the online course, "Learning How to Learn."
1. Skarratt, P.A., Gellatly, A.R., Cole, G.G., Piling, M., & Hulleman, J. Looming motion primes the visuomotor system. Journal of Experimental Psychology: Human Perception and Performance 40, 566-579 (2014).
2. Halloun, I.A. & Hestenese, D. The initial knowledge state of college physics students. American Journal of Physics 53, 1043 (1985).
3. Hake, R.R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66, 64 (1998).
4. Freeman, S., et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111, 8410-8415 (2014).
5. Oakley, B., Brent, R., Felder, R.M., & Elhajj, I. Turning student groups into effective teams. Journal of Student Centered Learning 2, 9-34 (2004).
6. Anderson, M.L. Precis of after phrenology: Neural reuse and the interactive brain. Behavioral and Brain Sciences 16, 1-22 (2015).
7. Keresztes, A., Kaiser, D., Kovacs, G., & Racsmany, M. Testing promotes long-term learning via stabilizing activation patterns in a large network of brain areas. Cerebral Cortex 24, 3025-3035 (2014).
8. Bilalic, M., McLeod, P., & Gobet, F. Why good thoughts block better ones: The mechanism of the pernicious Einstellung (set) effect. Cognition 108, 652-661 (2008).


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Hahnemuhle Hemp uses one of the oldest and most diverse natural fibres in the world and is made of 60% hemp fibre. The FineArt inkjet paperâs base impresses with its bright white natural tone, and thanks to the bright white colour of the hemp fibres, no optical brighteners are required. The lightly textured surface gives the paper a pleasant, silky feel. Combined with the matt premium inkjet coating, this is a truly versatile FineArt inkjet paper. Colours and details are brilliantly reproduced, the depth of the black truly stands out and contrasts are reproduced with stunning effect. The acid- and lignin-free FineArt inkjet paper meets the most exacting requirements for age resistance. Hemp was an essential part of paper production for centuries, and due to its extremely robust fibres, it has often been used for long-lasting historical documents, such as the Gutenberg Bible and the US Declaration of Independence.
TIPA World Award 2020 "Best Inkjet Photo Paper": Hahnemuhle Natural Line


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Iced Cinnamon Almond Milk Macchiato
During the summer, iced coffee is a must. This eye-catching Iced Cinnamon Almond Milk Macchiato is inspired by the iced beverage served up at coffee houses.
Both our version and theirs use unsweetened almond milk for flavoring, but unlike the fancy coffee houses', this macchiato is packed with protein and skips the sugary syrups. If you'd rather not drink this beverage in layers, you can easily turn it into a smoothie by blending all of the ingredients together.
For the bottom half, blend Vanilla or Vegan Vanilla Shakeology with unsweetened almond milk and ice. For the top, blend Café Latte or Café Latte Vegan Shakeology with unsweetened almond milk, cinnamon, and pure caramel extract. To replicate the layered effect, pour the milky layer into your glass first, while holding the glass at a slight angle, then carefully spoon the coffee layer on top. Swirl slightly with a straw and enjoy!
Ingredients for Bottom Layer:
- ½ cup unsweetened almond milk
- ½ cup ice
- ½ scoop Vanilla (or Vanilla Vegan) Shakeology
Ingredients for Top Layer:
- ½ cup unsweetened almond milk
- ½ cup ice
- ½ scoop Café Latte (or Café Latte Vegan) Shakeology
- ¼ tsp. ground cinnamon
- ½ tsp. pure caramel extract
Preparation for Bottom Layer:
Place almond milk, ice, and Shakeology in blender; cover. Blend until smooth.
Pour into serving glass. Place glass in freezer while you blend the next layer.
Preparation for Top Layer:
Place almond milk, ice, Shakeology, cinnamon, and extract in blender; cover. Blend until smooth.
Slowly pour into serving glass over bottom layer.
Nutritional Information (per serving):
Calories: 188
Total Fat: 5 g
Saturated Fat: 1 g
Cholesterol: 0 mg
Sodium: 379 mg
Carbohydrates: 19 g
Fiber: 7 g
Sugars: 7 g
Protein: 17 g


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Fegele (Christina Ricci), a Russian Jewish refugee working in a variety troupe in Paris just before the Second World War, is befriended by Lola, a white Russian exile (Cate Blanchet). Fegele meets Cesar, a gypsy (Johnny Depp) in the world of the opera and they fall in-love. But When the German Nazis invade Paris, Dante Domino, the star of the opera (John Turturro) betrays Fegele, and she has to escape. Under the extreme conditions of war alliances are formed and broken and question of identity become matters of life and death.
'Potter drenches her movies in bold, romantic music, and in wildly involved visuals. Her camera (here choreographed by the great European veteran Sacha Vierny) does not observe, but joins. She loves rich images, unexpected whirls, camera movements that join unexpected elements.' - Roger Ebert, Chicago Sun-Times, 22.06.01
'Potter, unlike most, doesn't batter you with what she wants you to feel. As the lyrics of a song, this film is poetry. I suspect it will linger with me long after its details would normally fade. Beautiful.' - David Poland, Hot Button, 31.05.02
"An achingly beautiful and touching movie"- Empire Magazine, January 2011.
"Easily establishes Sally Potter as one of Britain's most innovative and daring film-makers"- Evening Standard, 26.10.00
"A heartbreaking counterpoint to big war spectacles, beautifully performed by Christina Ricci, Cate Blanchett, Johnny Depp and John Turturro." – David Germain, May 24 2011.


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This is an excerpt from the Mendel90 build instructions, which are work in progress, but it can be applied to other machines.
The best way I have found to level the bed relative to the nozzle is to use a dial gauge mounted in place of the extruder using this clamp. If you don't have a dial gauge you can roll a rod or slide some film under the nozzle and feel when it is just touching.
The two pillars at the back of the bed have a washer under them to ensure the front can be made both higher or lower than the back. Those pillars are tightened and not adjusted. Front - back adjustment is achieved by adjusting the two pillars at the front. Left - right adjustment is done by turning the Z lead screws. Ideally there would be only one mounting point at the front as only three points are needed to mount a stiff sheet like glass. Having four makes the adjustment more tedious as they tend to bend the sheet and interact with each other.
Start by sliding a washer under the front pillars to set them to the same height as the back. Move the gauge or nozzle to the middle of the back of the bed. Note that level on the gauge, or nudge the Z axis to just touch your feeler. This is the level that we want the whole bed to be at.
Move to the back left corner and adjust the left lead screw to get the same level as the middle. Move to back right and adjust the back right lead screw. Moving the gauge all the way across the back should now read the same height.
Now move to each of the front corners in turn and turn the pillar until the height is correct. Lock them in place by tightening the top screws through the bed.
The whole bed should now be level but usually you need to repeat the procedure a few times due to the interaction of the four points.
Tuesday 29 May 2012
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Once you've made the decision to buy a home, it's time to start thinking about what comes next. Every buyer needs a checklist that will guide them through the process of searching for the perfect home, evaluating their choices and making a purchase.
Learn The Lingo
When you set out to buy a new home, you will need to familiarize yourself with various real estate terms, conduct research on the market value of homes in the area in which you intend to shop and learn the art of negotiation. This information will help as you browse homes, talk with REALTORS® and get further into the buying process.
Get A Free Credit Report
Every 12 months, you are entitled to request a free copy of your credit report from each of the three major credit reporting agencies - Equifax, TransUnion and Experian. You should make this request before you begin looking at homes in order to allow yourself enough time to identify and dispute any inaccuracies in your credit file(s). When you approach a lender, you will need to make sure that everything is correct and up-to-date.
Get Pre-qualified
Pre-qualification is different than pre-approval in that it gives you a possible price range that you can afford, but does not guarantee you the loan. Pre-qualification is important because it will help you narrow your search to include only homes that you can afford. Knowing what you can pay beforehand will save you both time and disappointment in looking at homes that do not fit your budget.
Speak With A REALTOR®
Nobody knows the real estate business like a REALTOR®, so let them help you to find your new home. Based on your specific requirements, a REALTOR® can locate a home that will suit you at a price that's within your budget. When he/she finds one or more possible candidates, you will be invited to tour the home. At this point, you should take a camera for the purpose of later reviewing each house with visuals instead of relying solely on memory.
Make An Offer
Once you find the perfect home, make an offer that's less than you are actually willing to pay. This way, the seller can make a counteroffer that would hopefully still be within your budget. It's important to familiarize yourself with the art of negotiation so that can learn how to get the best deal without insulting the seller. If you have not yet been pre-approved, make sure that your offer is contingent upon your being able to obtain the necessary financing.
Obtain A Loan
Once you and the seller agree on a purchase price, you may be required to provide an earnest money deposit that will secure the home as you obtain a loan (if applicable). A lender will require a home inspection and appraisal for the property in connection with your loan application. In most cases, you will know within 24 hours whether or not your application is approved, but the actual closing will not occur until the inspection and appraisal are complete.
Get Moving
Now that the papers are signed and you have the keys to your new home, it's time to get moving - literally. Remember to decorate your new home and add all of those special touches that reflect your personality. After all, a house is only a house until you make it a home.


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More Chinese cities restrict property sales
Xinhua | Updated: 2017-05-05 08:21
View of a property transaction and registration service center (left) and high buildings in Zhengzhou, Henan province, May 19, 2016. [Photo/VCG] |
BEIJING - In its latest efforts to cool runaway housing prices, Zhengzhou, capital of Central China's Henan province, put restrictions on property sales in more counties, effective Thursday.
Local authorities have stipulated that houses in eight counties purchased after May 3 cannot be sold within three years after purchase.
More than 20 cities - mainly second- and third-tier cities in China - have introduced restrictive policies to intensify property market regulations since April.
The new regulation in Zhengzhou will slash speculative demand in the local property market and boost stable development, said Yan Yuejin, senior researcher with E-house China R&D Institute.
Zhang Dawei, a senior analyst with Centaline Property, said that speculative capital is flowing to hot areas without sales restrictions due to tightened regulations, especially in large cities, which will lead more cities to step up regulatory measures.
"Ten more third- and fourth-tier cities around Xiongan New Area have rolled out house purchase restrictions," said Yang Kewei, researcher with property research center CRIC, adding that cities like Zhuhai, Dongguan and Jiaxing, which surround first-tier cities, have scaled up their purchase bans recently.
Restrictions on property sales have become a trump card for many cities. So far, over 20 cities have rolled out similar restrictions.
"Sales restrictions are local governments' new method to regulate property markets, featuring the latest round of tightened regulation beginning in March," said Zhang.
Yang also pointed out that sales restrictions are going to be part of the long-term mechanism of property market regulation, combined with purchase bans and credit limits.


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Galaxy Men's fashion
15 Fashion Tips for men
1. Fit is King
The most dramatic improvement you can make in your style is to make sure everything fits impeccably. Most guys wear clothes that are too large. Make sure everything you wear is almost hugging the shape of your body – without being tight. Bad fit is an epidemic. We call it "Bad Fit Disease"…
2. Keep it simple
You want a wardrobe that looks great on you, but don't overdo it. Don't wear more than three pieces of jewelry or more than three colors. Don't dress like a rock star unless you're in a band. If you want to be flashy, a simpler but stylish look would be sporting a black striped dress shirt with a white blazer, a dark pair of jeans, a dressy belt, and your sharpest dress shoes. You could also add a flashy watch or a simple accessory like an interesting necklace, but nothing more.
3. Change the way you see casual
casual doesn't have to be boring. Have fun with collared shirts, or take some inspiration from those who approach casual a bit differently
4. Pay attention to your supporting pieces
Some sweaters are lean and others are big and chunky. The first rule of thumb is that your top and bottom halves need to match. If you're wearing a big, chunky, rugged fisherman knit sweater, your bottom needs to be rugged, too. Don't wear a fisherman's sweater with a beautiful silk-and-wool suit pant. Instead, wear it with something as casual as cargos or jeans, or dress it up with a Harris tweed blazer.
5. Never go shopping alone
Most of the time, it's tough to trust the sales people because they usually work for commission. Shop with a friend who will give you their honest opinion. Also, read about shopping on a budget.
6. Stay a notch above
Don't overdo it to a fault, but dare to take some risks. It's always better to be a little bit overdressed than underdressed in any setting. All you have to do is think about where and who you're going to be with and just step it up one notch. But make sure you're not better dressed than someone who is more important in a certain setting, like your boss.
7. Never underestimate the power of details
The last thing on is usually the first thing noticed. So mind the details instead of throwing together the main parts of your outfit. "Details" can include a scarf, a subtle pocket square, or the way you tie your tie knot.
8. Invest in a superb pair of shoes
If it's one thing that women will notice, it's your shoes. Especially how clean and sharp they look. It's easy to wash and press the rest of your clothes to keep them looking new, but most guys disregard their shoes. Show that you're a man of taste by getting a great pair of shoes and keeping them in pristine condition.
9. Fashion Tees with logos
When you're going around with a big logo on your shirt, you risk looking like a walking billboard. Lose the lame Coca-Cola shirt and go for a classic v-neck tee or something artsy.
10. Disregard trends
Beware of buying something just because it's "in" right now – stick to what you truly like. A lot of people rush to get in on the latest trend and end up with a bunch of clothes they don't wear. It's better to learn to build a versatile and timeless wardrobe first – then bring in your own twists with some of the new fashion. This one tip will save you so much money!
11. Don't be a sucker for brand names
Don't be a Patrick Bateman. Before you decide to purchase an item, ask yourself if you are buying it simply because of the brand name or because you love the quality and style. Ask yourself, "Would I buy this if there was no logo on it?"
12. Continually cultivate your image
Invest more time and money into your image. Cultivate your fashion sense. Your style is a huge mode of communication, and is worth caring for as much as your education, career, and relationships.
13. Ask for real feedback
Most of your friends and family aren't going to go out of their way to tell you what looks bad. You have to ask for it. In fact, ask anyone and everyone you trust to tell you the truth. Ask your hairstylist, ask your best friend, ask your mother!
14. Upgrade your shave
Even if your fashion is golden, an unkempt beard can be an attraction killer. Achieve a perfect shave by trying a shave brush & old-fashioned double-edged razor.
15. Experiment with style
The only way you'll really learn, is if you go out there and try new things. I make an effort to try something completely out of my comfort zone whenever I'm at a store – many times you'll end up loving something you never thought you would. If you make mistakes, life goes on. So many guys are afraid to express themselves through their style, don't be one of them.


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Equine Protozoal Myeloencephalitis (EPM) is a master of disguise. This serious disease, which attacks the horse's central nervous system, can be difficult to diagnose because its signs often mimic other health problems in the horse and signs can range from mild to severe. More than 50 percent of all U.S. horses have been exposed to the parasite that causes EPM. Horses can come into contact with the parasite while grazing or eating feed or drinking water contaminated by opossum feces. Fortunately, not all horses exposed to the parasite develop the disease.
The clinical signs of EPM can be quite varied. Clinical signs are usually asymmetrical (not the same on both sides of the horse). Actual signs may depend on the severity and location of the lesions that develop in the brain, brain stem or spinal cord.
If left undiagnosed and untreated, EPM can cause devastating and lasting neurological damage. Use this checklist of symptoms from the American Association of Equine Practitioners (AAEP) when assessing your horse's condition for the possibility of EPM:
- Ataxia (incoordination), spasticity (stiff, stilted movements), abnormal gait or lameness.
- Incoordination and weakness which worsens when going up or down slopes or when head is elevated.
- Muscle atrophy, most noticeable along the topline or in the large muscles of the hindquarters, but can sometimes involve the muscles of the face or front limbs.
- Paralysis of muscles of the eyes, face or mouth, evident by drooping eyes, ears or lips.
- Difficulty swallowing.
- Seizures or collapse.
- Abnormal sweating.
- Loss of sensation along the face, neck or body.
- Head tilt with poor balance; horse may assume a splay-footed stance or lean against stall walls for support.
Contact your veterinarian immediately if you suspect your horse has developed EPM. The sooner treatment begins, the better the horse's chances for recovery. For more information on methods of prevention and the treatment options for EPM, ask your equine veterinarian for a copy of the "EPM: Understanding this Debilitating Disease" client education brochure, provided by the AAEP in partnership with Bayer Animal Health, an AAEP Educational Partner. Additional information also can be found on the AAEP's horse-health Web site, www.myHorseMatters.com.
The American Association of Equine Practitioners, headquartered in Lexington, Ky., was founded in 1954 as a non-profit organization dedicated to the health and welfare of the horse. Currently, AAEP reaches more than 5 million horse owners through its over 9,000 members worldwide and is actively involved in ethics issues, practice management, research and continuing education in the equine veterinary profession and horse industry.
Reprinted with permission from the American Association of Equine Practitioners and Bayer Animal Health.


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First the Vacation Part.....
I have been gone for a while. We just returned from Summer Vacation where we had a blast. This year we went to the Pacific Northwest - SO much fun.
While we were there we did everything from sledding (yes! sledding in the summer) to water slides at Birch Bay and Tubing on Whatcom Lake. We visited Larrabee Park and even though we did not see any Seal Pups, we did see hundreds of Purple star fish and a few hermit crabs. I took a side trip to Stampadoodle, a wonderful Stamping / Papercrafting store. Oh, and how could I forget??? We also had one ER visit for a potential case of appendicitis - thankfully it was just a virus.
Thanks to my MIL, SIL and BIL for planning such great activities - the ER visit obviously not included..... Check out the photos below! The Mount Baker and Hospital photos were taken by my SIL and the other photos were taken by me using my iPhone via my favorite App, Hipstamatic.
(Miss E.)
Now for the Giveaway Part.
As part of the Carmex Blog Squad, I am fortunate enough to try new products. Right before we left for Vacation, I received a great gift from Carmex - a huge beach bag filled with an assortment of Carmex Products which were immediately divvied up nicely between the five of us. I quickly snagged the new Pomegranate for myself. For all of our outdoor activities I made sure to take a tube of spf 15 Carmex with me - from sun to snow, the girls and I were constantly using Carmex to protect our lips! Good timing Carmex!
To enter, Please read the rules on the Rafflecopter form below and fill out your information. US Residents 18 years of age and older only. Good Luck to All!!!
a Rafflecopter giveaway


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Some or all of this training is provided with State or Federal Government funding. Are you eligible for Government Subsidised fees? Find out now!
You may be eligible for concession. Find out now!
To you check your eligibility click here.
The fees listed below relate to 2024 courses and are indicative pricing only as total costs vary depending on the units you elect to study.
Payment plans are available. Click here to find out more.
Course availability is subject to enrolment numbers.
Your total course fee will typically include your tuition fee (table 1), any applicable consumables and/or material fees (table 2).
Vet Student Loans are available for this course. For more information click here.
Concessions for Diploma and Advanced Diploma course categories are only available to Aboriginal or Torres Strait Islanders.
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* Materials/Consumables fees may vary for each individual based on the units they are studying.
Average tuition fees are based on the typical number of student contact hours undertaken by a student to complete this course. Average fees displayed are purely indicative and may not be your actual fee. Fees vary based on the number/hours of electives chosen by the student.
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Designing a label for your products is a big endeavor for your company. It requires companies to consider many different aspects of the product and the end user. Information is gathered and then given to graphic artists who use the collected data to create an end design. This complex process is not something that business's can ignore. A label designed without consideration of the product and users will ultimately fail. In this installment on label and packaging design we will discuss what goes into the pre-planning process.
Pre-Planning for Custom Label Design
There is a lot to consider even before taking pen to paper or mouse to screen when label design is involved. Companies need to take time to research their competitors, their target market and demographics, the products packaging material, the shape of the package, and label material options. Once this is accomplished, the information is passed on to the graphic designer and from there they will be able to more effectively create a label for your product's needs.
Designing a product label for your ideal customer means that you have established who your ideal customer is. Consumers respond differently to visual cues like text font, images, and colors. It is important to find out how hold your target market it, gender, values, education level, and familiarity of the brand. Once this has been established you can take this one step further and create a visual aide of the person or people you want the designer to consider when designing the new product label.
Knowing Your Competitors
Examine your competitors and analyze what they are doing. This will allow you to differentiate your self from them. Everything about their product label should be carefully identified. Take note of the colors used within the label, the font style, images, and ratio of label to package. Similar products often are targeted towards the same demographics. These people are your direct competition. It is important to know everything about their label attributes and do it better.
Flexible Packaging And Shrink Sleeve Options
There are a number of options available to choose from when it comes to packaging and labeling. One popular option is a package and label all in one in the form of flexible packaging. Another is shrink sleeves where the label is shrunk using heat on to packages of any size and shape. One of the benefits of both of these options is that they offer label designers the ability to design a three-hundred-and-sixty-degree space.
Your products label has the opportunity to make or break your product line. Up to 75% of shoppers make buying decisions while in the store. This is what makes the task of designing a products label so crucial. The label must be well-designed, demand attention, and influence consumers into making a buying decision.
Learn more about Anchor Printing and their vast line of custom product label & packaging options including: Shrink Sleeve Labels, Flexible Packaging, Roll-Fed Labeling, Pressure Sensitive and Cut & Stack Labels at http://www.anchorprinting.com. To contact one of our label specialists, call toll free at 800.748.0209 or via email at firstname.lastname@example.com.


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TbPc2 molecule quantum-bit device. Electrons (red) from the electrodes jump onto the molecule reading out the electronic spin (orange) and the nuclear spin (green). Graphics: C. Grupe, KIT |
computers promise to reach computation speeds far beyond that of
today's computers. As they would use quantum effects, however, they
would also be susceptible to external interferences. Information flow
into and out of the system is a critical point. Researchers from KIT
with partners from Grenoble and Strasbourg have now read out the quantum
state of an atom directly by using electrodes. In the Nature journal,
it is reported about the stable interface between classical and quantum
every contact with the outer world changes information in a quantum
mechanical system in a completely uncontrolled manner," explains
Professor Mario Ruben from Karlsruhe Institute of Technology. "We
therefore have to keep the quantum state stable and shielded. On the
other hand, information has to be read out in a controlled manner for
further use."
molecule complexes may be a solution of this dilemma. In their center, a
metal atom with a pronounced magnetic moment, a spin, is located. It is
surrounded by organic molecules that shield the atom. "When
synthesizing this protective enclosure, we can exactly define how much
the metal atom sees of the outer world," explains Ruben the trick of his
research project.
study presented is based on the metal atom terbium that was provided
with an enclosure of about 100 carbon, nitrogen, and water atoms and
then placed in the center of nanometer-sized, electric gold contacts.
Due to the properties of the molecule, the electrodes had an effect
similar to the three channels of a transistor. Electric voltage of the
middle gate electrode influenced the current through the other two
electrodes. In this way, the working point was set. Then, the molecule
was exposed to various changing magnetic fields and the jump of the spin
was reflected by the amplitude of the current curve. "By measuring
current flow, we found that the nuclear spin of the metal atom is stable
for up to 20 seconds," says Ruben. "For quantum mechanical processes,
this is a very long time."
is sure that "the results will be of particular importance to
spintronics and quantum computing." Spintronics uses the magnetic spin
of single particles for information processing. The word describes the
symbiosis of spin and electronics. Quantum computers use quantum
mechanical effects, such as the entanglement and super-position of
spins, for the parallel execution of algorithms at high speed.
Electronic read-out of a single nuclear spin using a molecular spin-transistor


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The Prince and the Feasts
46 "Thus says the Lord God: pThe gate of qthe inner court that faces east shall be shut on the six working days, but on the Sabbath day it shall be opened, and ron the day of the new moon it shall be opened. 2 sThe prince shall enter by the vestibule of the gate from outside, and shall take his stand by tthe post of the gate. uThe priests shall offer his burnt offering and his peace offerings, and he shall worship at vthe threshold of the gate. Then he shall go out, but the gate shall not be shut until evening. 3 wThe people of the land shall bow down at the entrance of that gate before the Lord on the Sabbaths and on the new moons. 4 xThe burnt offering that the prince offers to the Lord yon the Sabbath day shall be six lambs without blemish and a ram without blemish. 5 And zthe grain offering with the ram shall be an ephah,1 and the grain offering with the lambs shall be aas much as he is able, together with a hin2 of oil to each ephah. 6 On the day of the new moon he shall offer a bull from the herd without blemish, and six lambs and a ram, which shall be without blemish. 7 As a grain offering he shall provide an ephah with the bull and an ephah with the ram, and with the lambs bas much as he is able, together with a hin of oil to each ephah. 8 cWhen the prince enters, he shall enter by the vestibule of the gate, and he shall go out by the same way.
9 d"When the people of the land ecome before the Lord at the appointed feasts, he who enters by the north gate to worship shall go out by the south gate, and he who enters by the south gate shall go out by the north gate: no one shall return by way of the gate by which he entered, but each shall go out straight ahead. 10 When they enter, fthe prince shall enter with them, and when they go out, he shall go out.
11 "At the feasts and the appointed festivals, zthe grain offering with a young bull shall be an ephah, and with a ram an ephah, and with the lambs bas much as one is able to give, together with a hin of oil to an ephah. 12 When the prince provides ga freewill offering, either a burnt offering or peace offerings as a freewill offering to the Lord, hthe gate facing east shall be opened for him. And he shall offer his burnt offering or his peace offerings ias he does on the Sabbath day. Then he shall go out, and after he has gone out the gate shall be shut.
13 j"You shall provide a lamb a year old without blemish for a burnt offering to the Lord daily; morning by morning you shall provide it. 14 And kyou shall provide a grain offering with it morning by morning, one sixth of an ephah, and one third of a hin of oil to moisten the flour, as a grain offering to the Lord. This is a perpetual statute. 15 Thus the lamb and the meal offering and the oil shall be provided, morning by morning, for la regular burnt offering.
16 "Thus says the Lord God: If the prince makes a gift to any of his sons as his inheritance, it shall belong to his sons. It is their property by inheritance. 17 But if he makes a gift mout of his inheritance to one of his servants, it shall be his to nthe year of liberty. Then it shall revert to the prince; surely it is his inheritance—it shall belong to his sons. 18 oThe prince shall not take any of the inheritance of the people, pthrusting them out of their property. He shall give his sons their inheritance out of his own property, so that none of my people shall be qscattered from his property."
Boiling Places for Offerings
19 Then he brought me through the entrance, which was rat the side of the gate, to the north row of sthe holy chambers for the priests, and behold, a place was there at the extreme western end of them. 20 And he said to me, "This is the place where the priests tshall boil the guilt offering and the sin offering, and where uthey shall bake the grain offering, in order not to bring them out into the outer court and so vtransmit holiness to the people."
21 Then he brought me out to the outer court and led me around to the four corners of the court. And behold, in each corner of the court there was another court— 22 in the four corners of the court were small3 courts, forty cubits4 long and thirty broad; the four were of the same size. 23 On the inside, around each of the four courts was a row of masonry, with hearths made at the bottom of the rows all around. 24 Then he said to me, "These are the kitchens where those who wminister at the temple tshall boil the sacrifices of the people."
Water Flowing from the Temple
47 Then he brought me back to xthe door of the temple, and behold, ywater was issuing from below zthe threshold of the temple toward the east (for the temple faced east). The water was flowing down from below the south end of the threshold of the temple, south of athe altar. 2 Then he brought me out by way of bthe north gate and led me around on the outside to cthe outer gate that faces toward the east; and behold, the water was trickling out on the south side.
3 Going on eastward with a measuring line in his hand, dthe man measured a thousand cubits,1 and then led me through the water, and it was ankle-deep. 4 Again he measured a thousand, and led me through the water, and it was knee-deep. Again he measured a thousand, and led me through the water, and it was waist-deep. 5 Again he measured a thousand, and it was a river that I could not pass through, for the water had risen. It was deep enough to swim in, a river that could not be passed through. 6 And he said to me, e"Son of man, fhave you seen this?"
Then he led me back to the bank of the river. 7 As I went back, I saw on the bank of the river gvery many trees on the one side and on the other. 8 And he said to me, "This water flows toward the eastern region and goes down into hthe Arabah, and enters the sea;2 when the water flows into ithe sea, the water will become fresh.3 9 And wherever the river goes,4 every living creature that swarms will live, and there will be very many fish. For this water goes there, that the waters of the sea5 may become fresh; so everything will live where the river goes. 10 Fishermen will stand beside the sea. From jEngedi to kEneglaim it will be a place for the spreading of nets. Its fish will be of very many kinds, like the fish of lthe Great Sea.6 11 But its swamps and marshes will not become fresh; they are to be left for salt. 12 And on the banks, mon both sides of the river, there will grow nall kinds of trees for food. oTheir leaves will not wither, nor their fruit fail, pbut they will bear fresh fruit every month, because the water for them flows from the sanctuary. Their fruit will be for food, and ptheir leaves for healing."
Division of the Land
13 Thus says the Lord God: "This is the boundary7 by which qyou shall divide the land for inheritance among the twelve tribes of Israel. rJoseph shall have two portions. 14 And you shall divide equally what sI swore tto give to your fathers. uThis land shall fall to you as your inheritance.
15 "This shall be the boundary of the land: On the north side, from lthe Great Sea vby way of Hethlon to Lebo-hamath, and on to wZedad,8 16 xBerothah, Sibraim (which lies on the border between yDamascus and vHamath), as far as Hazer-hatticon, which is on the border of Hauran. 17 So the boundary shall run from the sea to zHazar-enan, which is on the northern border of Damascus, with the border of Hamath to the north.9 This shall be the north side.10
18 "On the east side, the boundary shall run between Hauran and Damascus; along the Jordan between aGilead and the land of Israel; to bthe eastern sea and as far as Tamar.11 This shall be the east side.
19 "On the south side, it shall run from cTamar as far as dthe waters of Meribah-kadesh, from there along ethe Brook of Egypt12 to fthe Great Sea. This shall be the south side.
20 "On the west side, the Great Sea shall be the boundary to a point vopposite Lebo-hamath. This shall be the west side.
21 g"So you shall divide this land among you according to the tribes of Israel. 22 hYou shall allot it as an inheritance for yourselves and ifor the sojourners who reside among you and have had children among you. jThey shall be to you as native-born children of Israel. With you they shall be allotted an inheritance among the tribes of Israel. 23 In whatever tribe the sojourner resides, there you shall assign him his inheritance, declares the Lord God.
48 "These are the names of the tribes: Beginning at the northern extreme, beside kthe way of Hethlon lto Lebo-hamath, as far as mHazar-enan (which is on the northern border of nDamascus over against Hamath), and extending1 from the east side to the west,2 oDan, one portion. 2 Adjoining the territory of Dan, from the east side to the west, oAsher, one portion. 3 Adjoining the territory of Asher, from the east side to the west, oNaphtali, one portion. 4 Adjoining the territory of Naphtali, from the east side to the west, Manasseh, one portion. 5 Adjoining the territory of Manasseh, from the east side to the west, Ephraim, one portion. 6 Adjoining the territory of Ephraim, from the east side to the west, Reuben, one portion. 7 Adjoining the territory of Reuben, from the east side to the west, Judah, one portion.
8 "Adjoining the territory of Judah, from the east side to the west, shall be pthe portion which you shall set apart, 25,000 cubits3 in breadth, and in length equal to one of the tribal portions, from the east side to the west, with qthe sanctuary in the midst of it. 9 The portion that you shall set apart for the Lord shall be 25,000 cubits in length, and 20,0004 in breadth. 10 rThese shall be the allotments of the holy portion: the priests shall have an allotment measuring 25,000 cubits on the northern side, 10,000 cubits in breadth on the western side, 10,000 in breadth on the eastern side, and 25,000 in length on the southern side, with the sanctuary of the Lord in the midst of it. 11 This shall be for sthe consecrated priests, tthe sons of Zadok, who kept my charge, who did not go astray when the people of Israel went astray, uas the Levites did. 12 And it shall belong to them as a special portion from the holy portion of the land, a most holy place, adjoining the territory of the Levites. 13 vAnd alongside the territory of the priests, the Levites shall have an allotment 25,000 cubits in length and 10,000 in breadth. The whole length shall be 25,000 cubits and the breadth 20,000.5 14 They wshall not sell or exchange any of it. They shall not alienate xthis choice portion of the land, for it is holy to the Lord.
15 y"The remainder, 5,000 cubits in breadth and 25,000 in length, shall be zfor common use for the city, for dwellings and for aopen country. In the midst of it shall be the city, 16 and these shall be its measurements: bthe north side 4,500 cubits, the south side 4,500, the east side 4,500, and the west side 4,500. 17 And the city shall have open land: on the north 250 cubits, on the south 250, on the east 250, and on the west 250. 18 The remainder of the length alongside the holy portion shall be 10,000 cubits to the east, and 10,000 to the west, and it shall be alongside the holy portion. cIts produce shall be food for the workers of the city. 19 And the workers of the city, from all the tribes of Israel, shall till it. 20 The whole portion that dyou shall set apart shall be 25,000 cubits square, that is, the holy portion together with the property of the city.
21 e"What remains on both sides of the holy portion and of the property of the city shall belong to the prince. Extending from the 25,000 cubits of the holy portion to the east border, and westward from the 25,000 cubits to the west border, parallel to the tribal portions, it shall belong to the prince. fThe holy portion with the sanctuary of the temple shall be in its midst. 22 It shall be separate from the property of the Levites and the property of the city, which are in the midst of that which belongs to the prince. The portion of the prince shall lie between the territory of Judah and the territory of Benjamin.
23 "As for the rest of the tribes: from the east side to the west, Benjamin, one portion. 24 Adjoining the territory of Benjamin, from the east side to the west, Simeon, one portion. 25 Adjoining the territory of Simeon, from the east side to the west, Issachar, one portion. 26 Adjoining the territory of Issachar, from the east side to the west, Zebulun, one portion. 27 Adjoining the territory of Zebulun, from the east side to the west, Gad, one portion. 28 And adjoining the territory of Gad to the south, the boundary shall run gfrom Tamar to the waters of gMeribah-kadesh, from there along the Brook of Egypt6 to hthe Great Sea.7 29 This is the land that iyou shall allot as an inheritance among the tribes of Israel, and these are their portions, declares the Lord God.
The Gates of the City
30 "These shall be jthe exits of the city: On the north side, which is to be k4,500 cubits by measure, 31 lthree gates, the gate of mReuben, the gate of mJudah, and the gate of mLevi, the gates of the city being named after the tribes of Israel. 32 On the east side, which is to be 4,500 cubits, three gates, the gate of Joseph, the gate of Benjamin, and the gate of Dan. 33 On the south side, which is to be 4,500 cubits by measure, three gates, the gate of Simeon, the gate of Issachar, and the gate of Zebulun. 34 On the west side, which is to be 4,500 cubits, three gates,8 the gate of Gad, the gate of Asher, and the gate of Naphtali. 35 The circumference of the city shall be 18,000 cubits. And nthe name of the city from that time on shall be, oThe Lord Is There."
Daniel Taken to Babylon
1 In the third year of athe reign of Jehoiakim king of Judah, Nebuchadnezzar king of Babylon came to Jerusalem and besieged it. 2 And the Lord gave Jehoiakim king of Judah into his hand, with some of bthe vessels of the house of God. And he brought them to cthe land of Shinar, to the house of his god, dand placed the vessels in the treasury of his god. 3 Then the king commanded Ashpenaz, ehis chief eunuch, to bring some of the people of Israel, both of the royal family1 and of fthe nobility, 4 youths without gblemish, of good appearance and hskillful in all wisdom, endowed with knowledge, understanding learning, and competent to stand in the king's palace, and to iteach them the literature and language of the jChaldeans. 5 The king assigned them a daily portion of kthe food that the king ate, and of lthe wine that he drank. They were to be educated for mthree years, and at the end of that time they were to nstand before the king. 6 Among these were oDaniel, pHananiah, pMishael, and pAzariah of the tribe of Judah. 7 And ethe chief of the eunuchs qgave them names: rDaniel he called Belteshazzar, Hananiah he called Shadrach, Mishael he called Meshach, and Azariah he called Abednego.
Daniel's Faithfulness
8 But Daniel sresolved that he would not tdefile himself with kthe king's food, or with lthe wine that he drank. Therefore he asked the chief of the eunuchs to allow him not to tdefile himself. 9 uAnd God gave Daniel favor and compassion in the sight of the chief of the eunuchs, 10 and the chief of the eunuchs said to Daniel, "I fear my lord the king, who assigned your food and your drink; for why should he see that you were in worse condition than the youths who are of your own age? So you would endanger my head with the king." 11 Then Daniel said to the steward whom the chief of the eunuchs had assigned over Daniel, Hananiah, Mishael, and Azariah, 12 "Test your servants for vten days; let us be given vegetables to eat and water to drink. 13 Then let our appearance and the appearance of the youths who eat kthe king's food be observed by you, and deal with your servants according to what you see." 14 So he listened to them in this matter, and tested them for ten days. 15 At the end of ten days it was seen that they were better in appearance and fatter in flesh than all the youths who ate kthe king's food. 16 wSo the steward took away their food and the wine they were to drink, and gave them xvegetables.
17 As for these four youths, yGod gave them learning and zskill in all literature and wisdom, and Daniel had aunderstanding in all visions and dreams. 18 At the end of bthe time, when the king had commanded that they should be brought in, the chief of the eunuchs brought them in before Nebuchadnezzar. 19 And the king spoke with them, and among all of them none was found like Daniel, Hananiah, Mishael, and Azariah. Therefore cthey stood before the king. 20 And in every matter of wisdom and understanding about which the king inquired of them, he found them ten times better than all dthe magicians and eenchanters that were in all his kingdom. 21 And Daniel fwas there until the first year of gKing Cyrus.
Nebuchadnezzar's Dream
2 In the second year of the reign of Nebuchadnezzar, Nebuchadnezzar had dreams; hhis spirit was troubled, and ihis sleep left him. 2 Then the king commanded that dthe magicians, ethe enchanters, the jsorcerers, and kthe Chaldeans be summoned to tell the king his dreams. So they came in and lstood before the king. 3 And the king said to them, "I had a dream, and hmy spirit is troubled to know the dream." 4 Then kthe Chaldeans said to the king in Aramaic,1 m"O king, live forever! Tell your servants the dream, and we will show the interpretation." 5 The king answered and said to kthe Chaldeans, "The word from me is firm: if you do not make known to me the dream and its interpretation, you shall be ntorn limb from limb, nand your ohouses shall be laid in ruins. 6 But if you show the dream and its interpretation, pyou shall receive from me gifts and rewards and great honor. qTherefore show me the dream and its interpretation." 7 They answered a second time and said, "Let the king tell his servants the dream, and we will show its interpretation." 8 The king answered and said, "I know with certainty that you are trying to rgain time, because you see that the word from me is firm— 9 if you do not make the dream known to me, sthere is but one sentence for you. You have agreed to speak lying and corrupt words before me till tthe times change. uTherefore tell me the dream, and I shall know that you can show me its interpretation." 10 vThe Chaldeans answered the king and said, "There is not a man on earth who can meet the king's demand, for no great and powerful king has asked such a thing of any magician or enchanter or vChaldean. 11 The thing that the king asks is difficult, and no one can show it to the king except wthe gods, whose dwelling is not with flesh."
12 Because of this the king was angry and xvery furious, and ycommanded that all zthe wise men of Babylon be destroyed. 13 So the decree went out, and the wise men were about to be killed; and they sought aDaniel and his companions, to kill them. 14 Then Daniel replied with prudence and discretion to bArioch, the ccaptain of the king's guard, who had gone out to kill the wise men of Babylon. 15 He declared2 to Arioch, the king's captain, "Why is the decree of the king dso urgent?" Then Arioch made the matter known to Daniel. 16 And Daniel went in and requested the king to appoint him a time, that he might show the interpretation to the king.
God Reveals Nebuchadnezzar's Dream
17 Then Daniel went to his house and made the matter known to eHananiah, eMishael, and eAzariah, his companions, 18 fand told them to seek mercy from the gGod of heaven concerning this mystery, so that Daniel and his companions might not hbe destroyed with the rest of the wise men of Babylon. 19 Then the mystery was revealed to Daniel in ia vision of the night. Then Daniel jblessed the gGod of heaven. 20 Daniel answered and said:
k"Blessed be the name of God forever and ever,
lto whom belong wisdom and might.
21 mHe changes times and seasons;
nhe removes kings and sets up kings;
ohe gives wisdom to the wise
oand knowledge to those who have understanding;
22 phe reveals deep and hidden things;
phe knows what is in the darkness,
qand the light dwells with him.
23 To you, O rGod of my fathers,
sI give thanks and praise,
for tyou have given me wisdom and might,
and have now made known to me what uwe asked of you,
for you have made known to us the king's matter."
24 Therefore Daniel went in to vArioch, whom the king had appointed to destroy the wise men of Babylon. He went and said thus to him: "Do not destroy the wise men of Babylon; bring me in before the king, and I will show the king the interpretation."
25 Then vArioch brought in Daniel before the king win haste and said thus to him: "I have found xamong the exiles from Judah a man who will make known to the king the interpretation." 26 The king declared to Daniel, ywhose name was Belteshazzar, z"Are you able to make known to me the dream that I have seen and its interpretation?" 27 Daniel answered the king and said, "No wise men, aenchanters, amagicians, or bastrologers can show to the king the mystery that the king has asked, 28 but cthere is a God in heaven who reveals mysteries, and he has made known to King Nebuchadnezzar dwhat will be in the latter days. Your dream and ethe visions of your head as you lay in bed are these: 29 To you, O king, as you lay in bed came thoughts of what would be after this, fand he who reveals mysteries made known to you what is to be. 30 But gas for me, this mystery has been revealed to me, not because of any wisdom that I have more than all the living, but in order that the interpretation may be made known to the king, and that hyou may know the thoughts of your mind.
Daniel Interprets the Dream
31 "You saw, O king, and behold, a great image. This image, mighty and of exceeding brightness, stood before you, and its appearance was frightening. 32 iThe head of this image was of fine gold, jits chest and arms of silver, its middle and jthighs of bronze, 33 kits legs of iron, its feet partly of iron and partly of clay. 34 As you looked, a stone was cut out lby no human hand, and it struck the image on its feet of iron and clay, and mbroke them in pieces. 35 Then the iron, the clay, the bronze, the silver, and the gold, all together were broken in pieces, and became nlike the chaff of the summer threshing floors; and the wind carried them away, so that onot a trace of them could be found. But the stone that struck the image became pa great mountain qand filled the whole earth.
36 "This was the dream. Now we will tell the king its interpretation. 37 You, O king, rthe king of kings, to whom sthe God of heaven thas given the kingdom, the power, and the might, and the glory, 38 and into whose hand he has given, wherever they dwell, the children of man, uthe beasts of the field, and the birds of the heavens, making you rule over them all—you are vthe head of gold. 39 wAnother kingdom inferior to you shall arise after you, and yet a third kingdom vof bronze, xwhich shall rule over all the earth. 40 And ythere shall be a fourth kingdom, strong as iron, because iron zbreaks to pieces and shatters all things. And like iron that crushes, it shall zbreak and crush all these. 41 And as you saw athe feet and toes, partly of potter's clay and partly of iron, it shall be a divided kingdom, but some of the yfirmness of iron shall be in it, just as you saw iron mixed with the soft clay. 42 And as the toes of the feet were partly iron and partly clay, so the kingdom shall be partly strong and partly brittle. 43 As you saw the iron mixed with soft clay, so they will mix with one another in marriage,3 but they will not hold together, just as iron does not mix with clay. 44 And in the days of those kings bthe God of heaven will set up ca kingdom that shall never be destroyed, nor shall the kingdom be left to another people. dIt shall break in pieces all these kingdoms and bring them to an end, and cit shall stand forever, 45 just as eyou saw that fa stone was cut from a mountain by no human hand, and that dit broke in pieces the iron, the bronze, the clay, the silver, and the gold. A ggreat God has made known to the king what shall be after this. The dream is certain, and its interpretation sure."
Daniel Is Promoted
46 Then King Nebuchadnezzar hfell upon his face and ipaid homage to Daniel, and commanded that jan offering and kincense be offered up to him. 47 The king answered and said to Daniel, "Truly, your lGod is God of gods and mLord of kings, and na revealer of mysteries, for you have been able to reveal this mystery." 48 Then the king gave Daniel high honors and many great ogifts, and made him ruler over the whole pprovince of Babylon and qchief prefect over all the wise men of Babylon. 49 Daniel made a request of the king, and he rappointed sShadrach, Meshach, and Abednego over the affairs of pthe province of Babylon. But Daniel tremained at the king's court.


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The Davos class run our major institutions, know exactly what they want, and are well organized, but they have weaknesses too. For they are wedded to an ideology that isn't working and they have virtually no ideas nor imagination to resolve this.
(This article is adapted with minor editorial changes from Susan George's recent book Whose Crisis, Whose Future? (Polity Press and John Wiley & Sons, 2010)
'"All for ourselves and nothing for other people" seems in every age of the world to have been the vile maxim of the masters of mankind,'i wrote Adam Smith in 1776 in The Wealth of Nations, universally considered the first comprehensive inquiry into the nature and practice of capitalism.
The masters of mankind are still with us: I call them the Davos class because, like the people who meet each January in the Swiss mountain resort, they are nomadic, powerful and interchangeable. Some have economic power and usually a considerable personal fortune. Others have administrative and political power, mostly exercised on behalf of those with economic power, who reward them in their own way. Contradictions among its members can most certainly exist – the CEO of an industrial company does not always have exactly the same interests as his bankers – but generally speaking, when it comes to societal choices, they will agree.
I'm not impugning anybody's individual morality here – there are surely plenty of kind-hearted bankers, generous traders and socially responsible CEOs. I am simply saying that, as a class, they can be counted on to behave in certain ways if only because they serve a single system. The Davos class, despite its members' nice manners and well-tailored clothes, is predatory. These people cannot be expected to act logically because they are not thinking about longer-term interests, usually not even their own, but about eating, right now.
You can find the Davos class in every country – its members do not belong to a conspiracy and its modus operandi can be readily observed and identified. Why bother with conspiracies when the study of power and interests will do the job? The Davos class is always extremely small relative to the society and its members naturally have money – sometimes inherited, sometimes self-made. More importantly, they have their own social institutions – clubs, top schools for their kids, neighbourhoods, corporate and charity boards, holiday destinations, membership organizations, exclusive fashionable social events, and so on – all of which help to buttress social cohesion and collective power. They run our major institutions, including the media, know exactly what they want and are much more united and better organized than we are.
But this dominant class has weaknesses too; one is that it has an ideology but virtually no ideas and no imagination. Their programme since the 1970s, usually called 'neoliberalism', is based on freedom for financial innovation, no matter where it may lead, on privatization, deregulation, and unlimited growth; on the supposedly free, self-regulating market and free trade that gave birth to the casino economy. This economy has failed spectacularly and is now thoroughly discredited, at least in the public mind.
Most people ask for no further proof; they can see that the system works neither for them, nor for their families and friends, nor for their country. Many also recognize that it's bad for the immense majority of the earth's people and for the earth itself. The sole response of the Davos Class is to keep the old world order ticking over a bit longer, with a free pass for all the institutions which created the crisis to begin with. It won't work, not even on their own terms.
I believe that 'we' – the decent, honest, so-called ordinary people I meet all the time – have the numbers (and thus also the votes) on our side. We have the imagination, the ideas and the rational proposals as well as most of the skills and the scholarship – meaning we know what needs to be done and how to do it. We belong to a huge variety of formal and informal organizations struggling for change in this or that institution, this or that domain. Collectively, we even have money. What we do not have is the unity or the organization of the adversary, and we all too often lack the consciousness of our own potential power.
The Occupy Wall Street Movement in the United States and the Indignados and others in Europe have identified the huge inequalities that prevail in our societies as "the 1 percent" and the "99 percent" that roughly coincide with the Davos Class and the rest of us, although the former is closer to one-tenth of 1 percent. In other words, they have identified the adversary, the class that maintains a rotten status quo. Our task now is to build a vast coalition of all those who agree with the diagnosis, all those who want to fight for their future but also for a fairer society, a better world, a healthier planet. Such alliances, which must become at once local, national and transnational, won't happen by magic—they require conversations, debates and the concrete recognition that whatever our minor differences of opinion or emphasis, we are all on the same side.
If not us, who? If not now, when?
i Adam Smith, The Wealth of Nations, Book III, Chapter IV, p. 512 in the Pelican Classic edition, Andrew Skinner, ed. armondsworth & New York, 1974
Photo credits: Copyright World Economic Forum www.swiss-image.ch/Photo by Hanspeter Baertschi


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You probably all knew this already, but Torre has the respect of the players. Last weeks issue of Sports Illustrated released the results of their weekly player poll which asked, "which manager would you most like to play for?" Unsurprisingly, Torre was 2nd on the list at 16% of 380 polled ballplayers- only to be outdone by Bobby Cox at 25%.
This week Sports Illustrated flips it around and ask "which manager do you least want to play for?" The winner here is Lou Pinella at 26% with Ozzie Guillen coming in strong at 21%. My only thought here is that there must be something in the water in Chicago. It can't be a coincidence that they both manage there.


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Audrey Royal can't stop thrusting her hips so that her ass is in constant motion in its thong and her big areola tits bounce when she's on her back. It starts while she's asleep, but then happens when she's awake. She thinks there's something wrong with her, so she confides in her stepbrother Chad White. Later when Chad finds Audrey having another episode her plays with her pussy with his candy and then his tongue. When Audrey doesn't stop, Chad whips out his hardon and lines it up for her to fuck him. He doesn't move until she cums, at which point her attack mysteriously stops. The next day Audrey has another attack. When Chad finds her, he pulls out his dick for her to suck until he gives her a mouthful of jizz to swallow. When Audrey has yet another attack the following day, Chad offers to fuck her to get the attack to stop again. He feasts on her greedy bare pussy and then lays her down on the bed so he can pounder fuck hole. When Audrey climbs on top of Chad to ride him until she explodes, he fills her fuck hole with a creampie of cum.
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Date: March 13, 2020
Actors: Audrey Royal


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