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Welcome to the Endmoor and District - First Responders web site. We hope this web site provides a wealth of information about what we do and how we are helping our community.
We are community based volunteers activated by the Ambulance Service to provide early intervention for a number of critical medical conditions. Even though an ambulance is already on it's way, we can make a potentially life-saving contribution.
Along with a range of other supportive skills and procedures, all our volunteers are trained in the delivery of Basic Life Support and the use of the Automated External Defibrillator (AED).
Endmoor and District - First Responders are only one of over 60 community teams across Cumbria including almost 1,000 volunteer members.

subset: commoncrawl


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Since her village began building an irrigation system with Oxfam, Ipaishe's life has been transformed, with positive knock-on effects for her extended family and wider community.
"It used to be that we could not even grow enough to survive for the whole year. But thanks to Oxfam, there's been a transformation. For me, this is a dream come true."
Ipaishe Masvingise, mother, farmer and businesswoman, Gutu District, Zimbabwe
Ipaishe comes from a long line of farmers, but in Gutu district where she lives with her family and young son, people were finding it almost impossible to grow food. Families were going hungry, and parents couldn't pay for essentials like school fees. The whole community was suffering.
"Our land was fertile and we used to get good harvests but then the weather changed, the rain became really erratic. You work and work but get nothing back if there's no water."
Then Oxfam gave Ipaishe and her neighbours the help they needed to kick-start a dramatic change - a simple irrigation system using water from the nearby dam. After helping to clear the area of shrubs and trees and level the ground, each farmer was allocated a small patch of land and some lengths of pipe to carry water to their fields. They also received some training in how to make the most of their land to get several crops a year and a supply of maize seed and fertiliser to get them started.
Today, hundreds of households across the district are benefiting from this low-cost, low-tech irrigation system. And the project has started a chain reaction that has spread far beyond Ipaishe and her neighbours. The benefits from this one simple action are now also rippling out to thousands of other people from the wider communities.
Ipaishe, like the rest of Gutu's farmers, has seen her crop yields rise an astonishing 240% - and these yields are expected to rise even further. She can now grow enough to feed her family, but the impact of this project doesn't stop there. Ipaishe and her neighbours, thanks to a little bit of business training, are pooling their surplus crops and selling them in local markets and re-investing the profits. It also means they can earn enough to pay for their children's schoolbooks and uniforms - an invaluable investment in their community's future.
And this is a lasting, sustainable change that will change lives for good. The confidence that this project has instilled means that people are now able to make their own decisions and pass on their new farming knowledge, so the whole community can benefit for generations to come.
"For the first time I have my own land to work. Now with water, it gives me more than enough food and I can sell the grain to pay for fees, medical bills, pay for help in the fields. I thank Oxfam forever."
How Oxfam is helping inspirational women farmers in Liberia
Lobbying governments, training teachers and building schools in rural Pakistan
How energetic campaigning from Oxfam supporters helped make free healthcare a reality in Ghana
A project to install toilets in Mukuru, Kenya, is stopping the spread of disease.
UK Government finally made good on a promise to spend 0.7% of national income on aid
Oxfam helped Kalpana Oli farm smart and find a gap in the local market
In April 2013, the UN agreed an Arms Trade Treaty, thanks to persistent pressure by Oxfam and others
Thanks to your support, children in this Ethiopian class each have their own textbook.
Julia teaches children in Pakistan how to stay clean and healthy – preventing disease and saving lives.
A water pump is a lifeline for communities devastated by conflict or disasters.
Oxfam is helping farmers in Cambodia treble their rice yields through better seeds and planting techniques
Som Socheat helps poor families and communities in Cambodia stay free of disease
Your response to the 2010 Haiti earthquake helped us save tens of thousands of lives.
© 2020. Oxfam is a registered charity in England and Wales (no 202918) and Scotland (SC039042).
Oxfam GB is a member of the international confederation Oxfam.


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How does Transpersonnal Hypnotherapy work? Charles Fillmore knew:
"The superconscious mind lifts up, or regenerates, both the subconscious and the conscious,.." "The subconscious exists for the benefit of the conscious mind, but unless regenerated it thwarts the efforts of the conscious at every step, so that 'ye may not do the things that ye would'." Charles Fillmore, Keep a True Lent
This is one way to look at Transpersonnal Hypnotherapy, which joins body, mind and spirit to effect positive change.


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Explainer: Military action in Libya
Pentagon officials say the allied bombardment has been successful so far in diminishing Moammar Gadhafi's air defenses, while the embattled Libyan leader vowed a "long war" with the West.
Here's a look at key players and issues surrounding the U.N.-mandated military action in Libya.
Meeting in Paris
World leaders gathered in Paris to discuss the course of action regarding Libya after the U.N. Security Council passed resolution 1973 that demands a cease-fire and a complete end to violence against civilians. Here what leaders had to say.
French President Nicolas Sarkozy
"It's a grave decision we've had to take. Along with our Arab, European and North American partners, France has decided to play its part before history.
"This is why, in agreement with our partners, our air forces will counter any aggression by Colonel Gadhafi's aircraft against the population of Benghazi. As of now, our planes are preventing air attacks on the city of Benghazi. As of now, other French aircraft are ready to intervene against armored vehicles which threaten unarmed civilians.
"Colonel Gadhafi has scorned our warnings. In the past few hours his forces have intensified their murderous offensive.
"The Libyan people need our aid and support. It's our duty.
"We are doing it to protect the civilian population from the murderous madness of a regime that in killing its own people has lost all legitimacy.
"There is still time for Colonel Gadhafi to avoid the worst, by acting without delay and without reservations in accordance with all the demands of the international community. The door of international diplomacy will open again the moment attacks end."
British Prime Minister David Cameron
"Colonel Gadhafi has made this happen. He has lied to the international community, he has promised a cease-fire, he has broken that cease-fire.
"He continues to brutalize his own people so the time for action has come. It needs to be urgent, we have to enforce the will of the United Nations and we cannot allow the slaughter of civilians to continue.
"Obviously at this time our thoughts should be with those who are going to risk their lives to help the lives of others. I think it is vitally important that, with the United Nations behind us, with the clear legality of this action, and with local countries supporting us as well, it is right to act.
"Of course, there are dangers. There are difficulties. There will always be unforeseen consequences of taking action. But it is better to take this action than to risk the consequences of inaction, which is the further slaughter of civilians by this dictator flouting the United Nations and its will."
United States
U.S. Secretary of State Hillary Clinton
"We have said from the start that Arab leadership and participation in this effort is crucial.
"(Intervention) is to protect civilians and it is to provide access for humanitarian assistance.
"Further delays will only put more civilians at risk.
"We did not lead this. We did not engage in unilateral actions in any way, but we strongly support the international community taking action against governments and leaders who believe as Gadhafi is unfortunately doing so now."
German Chancellor Angela Merkel
"We are united that the war must be ended. The resolution must be pushed through.
"We will not take part in the action in military terms. We will take on additional responsibilities in Afghanistan.
"No one will succeed in dividing the international community in its determination. We stand united at the side of the Libyan people and stand united that the Gadhafi 's war against his own people must be ended and a cease-fire must be implemented.
"I have called for a comprehensive oil embargo because this would hit the Libyan regime hard.
"We are ready to relieve NATO particularly in its AWACS capabilities by taking on additional responsibilities in Afghanistan... Also we will naturally be prepared for the American bases in Germany to be used for military action.
"The next few days will be decisive.
"I believe that the presence also of the countries that are not participating militarily is very important because we have made clear that the resolution counts and this resolution must now be implemented. We will not participate militarily in the action."
European Union
EU Foreign Policy Chief Catherine Ashton
"The UN Security Council resolution 1973 has sent a strong and unequivocal message to Colonel Gadhafi : the violence against the people must stop immediately, the Libyan population must be protected.
"Colonel Gadhafi had and still has a choice to make. Either he abides immediately by the UNSC resolution or the international community will have no choice but to continue to act. I hope he will listen to the demands of the Libyan people, the European Union, the Arab League, the African Union and fulfill all the conditions set out by the international community in the UNSC resolution."
Italian Prime Minister Silvio Berlusconi
"I have proposed that the military coordination of the operation be in the NATO base at Naples.
"For the time being we are making the bases available but, if they request it, even military intervention (is possible)."
Spanish Prime Minister Jose Luis Rodriguez Zapatero
"The Libyan regime has not complied with the United Nations' resolution. It still has a chance to comply, immediately. That is the first demand of this meeting: immediate compliance."
United Nations
U.N. Secretary General Ban-Ki Moon
"Everything depends upon how Libyan authorities will comply with the Security Council resolutions. I again urge, in the strongest possible terms, that Libyan authorities must fully comply with resolutions and they must immediately stop these military hostilities."
Military buildup
Here's a look at some of the international military assets in or heading to the region to help enforce the U.N.-sanctioned no-fly zone over Libya:
— After barrage of attacks by sea-launched Tomahawk cruise missiles March 19, an array of U.S. warplanes — including several Air force B-2 stealth bombers — followed in the pre-dawn hours Sunday with a coordinated assault using precision-guided bombs
—Navy EA-18G Growlers launched from unspecified land bases to provide electronic warfare support over Libya.
—Marine AV-8B Harriers from the USS Kearsarge sailing in the Mediterranean conducted strikes against Gadhafi's ground forces and air defenses.
—Deployed eight Rafale and four Mirage jets to survey rebel-held Benghazi; one fired on a Libyan military vehicle in first military strike of operation.
—Six C-135 refueling tankers
—1 AWACS surveillance plane
—Deployed the Charles de Gaulle aircraft carrier to the region from Toulon, accompanied by the anti-submarine frigate Dupleix, the Aconit frigate and a refueling ship, La Meuse.
—Tornado GR4 jets in air raid over Libya early Sunday; more Tornado and Typhoon fighter jets deployed to the Gioia del Colle airbase in southern Italy to give them easier access to targets in Libya.
—Tomahawk missiles fired from a Trafalgar Class submarine in the Mediterranean.
—Britain's air base in southern Cyprus, RAF Akrotiri, is hosting VC-10, RAF E3D and Sentinel surveillance aircraft, which also provide re-fueling capability
—Two British frigates, HMS Westminster and HMS Cumberland, are in the Mediterranean off Libya's coast.
—Sent six F-18s to Italy base; 140 military personnel involved.
—Frigate HMCS Charlottetown is in Mediterranean for possible staging ground for Canadian forces.
—Offered use of seven military bases: U.S. air bases at Sigonella, Sicily and Aviano in northern Italy; Italian air bases in Amendola near Foggia, Decimomannu in Sardinia, Gioia del Colle near Bari, base on Sicilian island of Pantelleria, and the military airport of Trapani, Sicily.
—Proposed NATO base in Naples serve as coordination point for operation.
—Placed eight aircraft, four Tornados and four fighter jets, under command of coalition forces.
—Aircraft carrier Giuseppe Garibaldi, with the eight aircraft aboard, has been conducting air and sea surveillance missions for several days.
—Destroyer Andrea Doria, which has anti-aircraft and anti-missile equipment, protecting Italian territory from Libyan retaliation.
—Six F-16s arrived at U.S. air base in Sigonella, Sicily and could be deployed as early as March 20; 132 support staff.
—Offered six F-16s, with around 100 support staff, but operational capabilities five-six days off.
—Considering contributing an Orion maritime surveillance plane.
—8 Belgian F-16s and 200 air force personnel are now at the Greek air base of Araxos west of Athens, the Belga news agency reported. They will be ready to start flying missions on March 21.
U.N. mandate
Key elements in the resolution adopted March 17 by the U.N. Security Council authorizing a no-fly zone over Libya and "all necessary measures" to protect civilians from attacks by Moammar Gadhafi's forces:
— Demands "the immediate establishment of a cease-fire and a complete end to violence and all attacks against, and abuses of, civilians."
— Demands that Libyan authorities "take all measures to protect civilians and meet their basic needs, and to ensure the rapid and unimpeded passage of humanitarian assistance."
— Authorizes U.N. member states "to take all necessary measures ... to protect civilians and civilian populated areas under threat of attack in the Libyan Arab Jamahiriya, including Benghazi, while excluding a foreign occupation force of any form on any part of Libyan territory."
— Asks Secretary-General Ban Ki-moon to establish an eight-member panel of experts to help the U.N. sanctions committee monitor implementation of sanctions against Libya.
— Decides "to establish a ban on all flights in the airspace of the Libyan Arab Jamahiriya in order to help protect civilians," but says humanitarian flights and flights authorized by the U.N. and Arab League can take place.
— Strengthens the arms embargo imposed on Feb. 26 by calling on U.N. member states "to inspect in their territory, including airports and seaports, and on the high seas, vessels and aircraft bound to or from" Libya if the country has information with "reasonable grounds" to believe the cargo contains banned military items, or that armed mercenaries are being transported.
— Orders all states to prevent any Libyan owned, operated, or registered aircraft — or any aircraft believed to be carrying prohibited weapons or mercenaries — to take off, land or overfly their territory without prior approval from the U.N. committee monitoring sanctions.
— Adds travel bans on the Libyan ambassador to Chad and the governor of Ghat, both directly involved in recruiting mercenaries for the Gadhafi regime.
Asset freeze
— Extends an asset freeze to seven more individuals including three additional Gadhafi children, the defense minister, the director of military intelligence, the director of the external security organization, and the secretary for utilities.
— Freezes the assets of five key financial institutions: the Central Bank, the Libyan Investment Authority, the Libyan Foreign Bank, Libyan Africa Investment Portfoilio, and the Libyan National Oil Corporation.
— Asks Secretary-General Ban Ki-moon to establish an eight-member panel of experts to help the U.N. sanctions committee monitor implementation of sanctions against Libya.
© 2013 msnbc.com


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Contact: Jerry Horn, Priests for Life, 540-220-0095
NEW YORK, Aug. 30 /Christian Newswire/ -- Fr. Frank Pavone, National Director of Priests for Life, commented today on a new survey published in the Journal of Medical Ethics showing that women considering abortion want to know all the possible complications before undergoing the procedure. The study found that 95 percent of women want to be informed of not just physical risks, but mental and emotional ones as well.
"These findings are consistent with the pastoral experience of our priests across the nation," Fr. Pavone said. "Of course, abortionists don't want inconvenient truths standing in the way of their profits. It's ironic that some who claim to support choice don't support the right of women to know what they're choosing."
Priests for Life is the nation's largest Catholic pro-life organization dedicated to ending abortion and euthanasia. For more information, visit www.priestsforlife.org.


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I've been at this blogging thing for a little over 13 months, and on twitter for maybe nine months. I've found both venues tremendously productive – I feel like I have a whole new community to which I belong that has helped to expand my horizons and change some of my perspectives on development and aid. Nearly every day I learn something from the folks I am connected to via these social media – and that is the highest praise I can offer anyone or anything. I get bored easily, and when I am bored I get cranky. My wife thanks you for keeping me interested and amused.
So, after 13 months I think I have a sense of the landscape around these here development/aid parts . . . and I am stunned to realize there is something missing. How is this blog the only one I know of that engages both development and global environmental change at roughly equal depths? Well, this one and Global Dashboard, sort of . . . I do like Global Dashboard, though.
Now, I can see why the aid/relief (as opposed to aid/development focused – see my parsing below) blogs really don't spend a ton of time on climate change – mostly, they are coming from the front lines of work, the sharp end of the implementation spear, as it were. Folks are caught in the immediacy of response to disaster, or buried in the myriad small tasks that can completely overwhelm staff at the implementation end of a recovery project. There is an existential quality to these blogs, because there is an existential quality to that existence. I can understand this.
Then there are the aid/development blogs – those that are focused on thinking about the long-term transition from poverty to something better for the global poor. Yes, aid is part of how we address this challenge, but really development is about long-term social, economic and political transformation. It does not unfold in rapid manner, and therefore lends itself to more protracted musings. Further, because aid/relief is focused on an acute situation, there is a short time horizon for planning and thinking – ideally with some sort of handover to long-term development programs, though we all know this does not happen as often or as smoothly as anyone would like. Aid/development, on the other hand, has a much longer time horizon – the intervention, ideally, should be producing results on a generational timescale (project reporting requirements aside, of course). Yet even on these blogs, I see very little attention being paid to climate change or environmental change – though these are processes that are likely transforming the very future worlds we are planning toward with our development projects and policies.
Here's the thing: both the relief and development communities need to be thinking about global environmental change. Period.
Today, my thoughts for the aid/relief blogs and thinkers – and I offer this with genuine sympathy for their situations as acute responders who are overburdened by various administrative requirements: climate/environmental change is not somebody else's problem. Nobody wants to hear this when they are on the front lines, as it were, but how we do relief and recovery has tremendous implications for global environmental change . . . and of course these changes will shape a lot of relief and recovery going forward. I know that most relief agencies start from the mandate of saving lives – everything else is secondary to that. I respect this . . . but it does not exclude the idea of thinking about and addressing environmental issues in their work. If we are serious about saving lives, lots of lives, we'd better get ahead of the curve in thinking about future response needs – what is going to happen, and where. For example, we expect to see ever-greater climate variability over the next several decades, which means that we are going to see less predictable weather, and perhaps more extreme weather events, in many places. While there is a great deal of uncertainty surrounding the timing of these events and the ranges of variability we might see, we are already coming to understand where some of the most acute changes are taking place (a lot of them in Africa, sadly) – and we can plan our resources for those areas. At the same time, we see fisheries collapsing around the world, with huge impacts on the diets and well-being of onshore communities – we know exactly where these events are happening, and we know exactly why, so we certainly can plan for this slow onset emergency.
As we think about recovery programs, we will have to do more than put it back as it was (the common mandate) . . . we will have to help build something that has the flexibility and resilience to adapt to a changing future. Neither of these efforts requires a fundamental rethinking of relief and recovery work, just some will to spend a few minutes BEFORE a disaster happens to think through how to address these challenges.
More difficult is thinking through the impact of our relief and recovery efforts on the global environment. What we use for temporary shelters, how we move and dispose of rubble, where we procure food aid, all of these things and much more result in varying levels and types of environmental impact. When we are busy saving lives in the here and now, I understand it can be hard to think about these issues – but many times we botch this part of the relief work, creating long-term environment and health issues that end up costing lives. Our recovery work often recommends new land uses and agricultural strategies, which have ecological and greenhouse emissions ramifications. We often suggest new livelihoods practices, which involve the use of new natural resources, and therefore introduce new environmental impacts with uncertain long-term ramifications. Someone needs to do an accounting of how many lives are saved in the immediate post-disaster setting by ignoring these issues, and how many are lost over the longer term by the impacts of ignoring these issues. I am willing to wager that there are many cases were the long-term losses exceed the short-term saved . . . mostly because I am not all that convinced that considering such issues will really slow things down that much if we have decent forward planning. This holds true even for the greenhouse emissions – I wonder how many extra tons of carbon we put out unnecessarily each year because we don't consider the greenhouse implications of our relief/recovery work? Further, I wonder if those emissions are contributing in a meaningful way to the climate change trends that we see globally, or if they are just tiny noise in a giant ocean of emissions. If these emissions are the latter, then I think we are free to ignore them . . . but I don't see anyone presenting that data.
So, to summarize for my aid/relief colleagues, despite your completely overtaxed, over-mandated and over-paperworked lives, you need to be reading blogs like Global Dashboard, Climate Science Watch, and RealClimate (OK, RealClimate is probably too technical). You need to become aware of the Intergovernmental Panel on Climate Change, and familiarize yourself with the Working Group 2 report (human impacts) – it gives you the scientific community's best assessment of what the coming challenges are, and where they will occur. When the Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation goes public, that will be a crucial tool. All the IPCC stuff is free for download, and written in relatively clear language (well, clear compared to the journals). The Millennium Ecosystem Assessment might be useful, too – check the Current States and Trends report. And, failing that, keep reading this blog – even the posts on climate change. You'll find them useful, I swear.
Next up: the aid/development argument: seriously, I need to go over this? Fine, fine . . .


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- Dit evenement is voorbij.
FNM Standard
6 juli 2018 @ 19:00 - 22:00
Join us at Friday Night Magic events every Friday at 19:00: Standard and Draft! Booster prizes are awarded based on your success at the tournament. Also 2 best players and 2 randomly chosen players get to choose a special FNM promo card from out treasure binder ????
Participation fee: €5. Based on the number of players we play 3 or 4 rounds of Swiss (you are able to play in all rounds). 1,5 booster packs per player go into the prize pool.


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BBC News
- Covid-19: Growth in cases may be slowing in England
- Patients left 'in limbo' by NHS virus response
- Job loss fears as furlough lifeline starts to wind down
- Covid-19: Funding crisis threatens zoos' vital conservation work
- Asylum seekers could be processed on old ferries
- Bank warned ministers Covid loans were fraud risk
- Covid: Woman 'heartbroken' after terminating baby alone
- Coronavirus: Extra £10bn needed to plug funding gap, say councils
- Smart plugs sold on Amazon a 'fire risk', Which? warns
- Plastic straw ban in England comes into force
- Boats to herd whales from Gare Loch ahead of military exercise
- Ballymena: Child dies following house fire
- Coronavirus: How to survive a pandemic as a young entrepreneur
- Covid: Eight die in Royal Glamorgan Hospital outbreak
- County lines: Teenage drug dealers posed as key workers during lockdown
- Ministers 'sticking fingers in ears' over 2021 exams
- London Marathon 2020: Athletes to wear social-distancing tech
- Covid: What is self-isolation and who has to do it?
- 'Panto parade' highlights the plight of arts venues
- Denise Johnson: Posthumous solo album finally puts singer centre stage
- 'I worked a five hour shift and got paid nothing'
- Covid student chaos: Paying £30k a year and begging security for food
- Banaz Mahmod murder: 'What they did was unforgivable'
- Victorian Society risk list: Auf Wiedersehen, Pet pub added
- Maritime life around the coast of Britain
- Onions, ironing and 'sex appeal': Who is Tony Abbott?
- Coronavirus: Dorset festival artwork tribute to victims
- Burnley: 'Lockdown restrictions should've been sooner' as Covid cases rise
- Covid: 'I thought I woke the next day - it was 45 days later'
- Hydrogen-powered train makes UK maiden journey
- Coronavirus: What is the R number and why does it matter?
- The Papers: PM warns rule breakers as dad shops without mask
- Covid: 170 test positive at Cornwall meat plant
- Scotland's Covid death toll hits highest level since June
- Coronavirus: NI 'at crossroads' in dealing with rise in cases
- Covid in Wales: Lockdown tourism businesses fear closure
- Matiu Ratana death: Norwich man bailed in police officer murder case
Our traditional ANY-Village websites can still be found at their original location:
Below we are listing some of the most popular UK property websites advertising homes for sale in the Shortlanesend area:
Nestoria (SHORTLANESEND Map Search)
Vebra.com (SHORTLANESEND Map Search)
Rightmove (SHORTLANESEND Map Search)
Zoopla (Shortlanesend Map Search)
Homes for SALE / Flats for SALE in SHORTLANESEND
Homes for RENT / Flats for RENT in SHORTLANESEND


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Thursday evening, Georgia sent out a press release confirming that, after he graduated, Mark Beard would be transferring out of the football program.
A little over 12 hours later? Forget about it. Pretend like it never happened.
In yet another release sent out Friday morning, UGA confirmed that the offensive lineman has changed his mind and will remain with the Bulldogs. The release stated that, after giving it some thought, Beard asked to return to the Bulldog team.
In a statement confirming Beard will remain in Athens, head coach Mark Richt said he could relate to what the tackle was going through and welcomed the player back.
"Sometimes making a decision and living it out are two different things," Richt said. "As I've mentioned before the same thing happened to me. As a player I told my coach I had decided to leave for what I thought were all the right reasons. But after a few days, I realized it was a bad decision and asked to come back. He took me back and I'm happy Mark will still be a part of the program."
In his two seasons at UGA, Beard has started two of the 26 games in which he's played.


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I'm new to using multi-voices in ABC (so apologies if this is a dumb question) and I'm having a problem with having the bars in the two voices align when displayed (in ABCExplorer and EasyABC). I have had some limited but very laborious success using y for typesetting extra space, and x as in another example in this Scores forum, but: am I missing something in my coding that would make the bars align automatically; or is it a problem with the display software and I shouldn't worry about it; or should I just persevere with using y or x? Any help would be gratefully received. Below is my ABC (without any use of x or y in the bars).
T:We won't go home till morning
S: Mrs J. Woodfield and Mrs Newman, Adderbury, January 1913, Collected by Janet Blunt - J.H.B. 703
Z: Taz Tarry, 30/12/2013
N: Four-handed reel. Same figure but no handkerchiefs used.
%% score (T) (B)
V:T clef=treble
V:B middle=d clef=bass
[V:T]F/2G/2|A3A A3A |(B3A2 A) |G3G (GF)G |A3 F2 F/2G/2|A3 A A3 A |B3 c!>!d2 d||
w:We_ won't go home till morn-ing;_ We won't go home till morn-ing; We_ won't go home till morning_
[V:B] z |(F2f) (F2f) | (B,2B) (F2f) |(C2c) (C2c)|(F2f)(F2f) x2 |(F2f)(F2f) | B,3 B3 ||
Many thanks again


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Your profile:- Love different cultures, including international and regional cultures- Live in France or in Germany
Please reserve your ticket and sign up now.
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Would be pleased to welcome you soon.


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Like the Iraq war? Thank the Washington Post
Former Washington Post Ombudsman Michael Getler, writing in Democracy: A Journal of Ideas:
The [New York] Times actually published some stories, most notably a piece by Michael Gordon and Judith Miller on September 8, 2002, that wound up contributing to what turned out to be the administration's bogus case for war. The [Washington] Post was much less guilty of that particular sin, but it displayed a pattern of missing or downplaying events that unfolded in public-events that might have played a role in public opinion during the run-up to the war.
Some examples: In the summer and fall of 2002, the paper failed to record promptly the doubts of then-House Majority Leader Dick Armey. When Brent Scowcroft, the national security adviser to George H.W. Bush, wrote a cautionary op-ed in The Wall Street Journal, it apparently didn't strike anyone at the Post as news. ...The testimony of three retired four-star generals warning against an attack before the Senate Armed Services Committee was not covered at all. Speeches by Senator Ted Kennedy and Senator Robert Byrd that seem prescient today were not covered.
The list goes on. Large anti-war rallies in London and Rome went unreported the day after. In October, when more than 100,000 gathered in Washington to protest the war, the story went in the Metro section because the Post underestimated its size.
Then there was the Page A18 problem. The Post, to be sure, did put some good stories challenging the official line on the front page. But they consistently seemed to be outnumbered by important stories, usually sourced to anonymous government or military insiders, that were positioned way inside the newspaper.
Here's a brief sampling of additional Post headlines that, rather stunningly, failed to make the front of the newspaper: "Observers: Evidence for War Lacking," "U.N. Finds No Proof of Nuclear Program," "Bin Laden-Hussein Link Hazy," "U.S. Lacks Specifics on Banned Arms," "Legality of War Is a Matter of Debate," and "Bush Clings to Dubious Allegations About Iraq." In short, it wasn't the case that important, challenging reporting wasn't done. It just wasn't highlighted.
Apologies for the lengthy excerpt, but there's much, much more that is well worth reading.


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I Would Rather Watch the Notebook
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Coming Attractions/News:
Terminal – Trailer
Deadpool 2 – Trailer
The Spy Who Dumped Me – Trailer
Eighth Grade – Trailer
Sicario 2 – Trailer
Won't You Be My Neighbor – Trailer
New Movies
Pacific Rim Uprising – Jake Pentecost, son of Stacker Pentecost, reunites with Mako Mori to lead a new generation of Jaeger pilots, including rival Lambert and 15-year-old hacker Amara, against a new Kaiju threat.
Sherlock Gnomes – Garden gnomes, Gnomeo & Juliet, recruit renowned detective Sherlock Gnomes to investigate the mysterious disappearance of other garden ornaments.
Midnight Sun – A 17-year-old girl suffers from a condition that prevents her from being out in the sunlight.
Unsane – A young woman is involuntarily committed to a mental institution, where she is confronted by her greatest fear–but is it real or a product of her delusion?
Best F(r)iends – When a drifter befriends a quirky mortician, an unlikely business partnership is formed. Paranoia soon develops, however, and both men are forced to come to terms with the fragility of friendship and loyalty.
Undisputed Classic
Eternal Sunshine of the Spotless Mind – When their relationship turns sour, a young couple undergoes a medical procedure to have each other erased from their memories.
Top Five – Giant Robot or Jesus Movies
Biloxi Blues (Matthew Broderick): A group of young recruits go through boot camp during the Second World War in Biloxi, Mississippi. From the play by Neil Simon.
Johnny Be Good (Anthony Michael Hall, Robert Downey Jr, Uma Thurman): It's recruiting time and despite being short and scrawny, Johnny Walker is America's hottest young football prospect. His dilemma: should he take one of the many offers from college talent scouts or should he attend the local state college with his girlfriend and give up his football career?
A New Life (Alan Alda, Ann-Margret): After a middle-aged couple divorces, they must each enter the frightening but funny world of blind dates and new relationships.
High Season (Jacqueline Bisset): On the isle of Rhodes, Katherine, an expatriate English photographer, lives with her daughter. A young local wants to encourage tourism, so he commissions a sculpture of the Unknown Tourist for the town square; the sculptor he brings to Rhodes is Kate's ex-husband.
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Tagged: Wikipedia
Foxes Passing For Lions.
The title of this post is paraphrased from Latin poet Marcus Valerius Martial's epigram 'To A Plagiarist':
Why, simpleton, do you mix your verses with mine? What have you to do, foolish man, with writings that convict you of theft? Why do you attempt to associate foxes with lions, and make owls pass for eagles? Though you had one of Ladas's legs, you would not be able, blockhead, to run with the other leg of wood. (Epigrams, Book 10, Epigram 100)
An age-old problem now digital – uni students' failure to understand plagiarism rules and passing off online content as their own – made the front page of Adelaide's The Advertiser yesterday (similar copy available at AdelaideNow).
In my opinion and from experience (a five-year undergrad degree and one-year post-grad), the issue is not so much students' lack of understanding – rather, they just don't give a shit.
What cheating students don't realise is finding and using other resources is good – it shows hard work and research skills. It turns bad when they fail to reference sources – effectively saying "This is all me, I did this". They're committing a disservice threefold:
- To the original author, who actually did all the hard work and deserves the credit;
- To teachers, who provide loads of information on avoiding plagiarism and correct referencing; and
- The students themselves. As well as demonstrating integrity, doing the work yourself (and referencing correctly) has added bonuses of understanding the material, effectively applying concept to your own work, forming an argument and applying concepts of rhetoric. There's no guarantee students really know what they're talking about if they're just cutting and pasting.
According to the article, hundreds of SA uni students are caught plagiarising or cheating every year. Of course, it's not just in SA. There are cheats in WA, US Ivy leaguer Harvard University last month "forced dozens of students to leave in its largest cheating scandal in memory" (Richard Perez-Pena for The New York Times), and about a year ago, The Financial Times reported UCLA's School of Management in California "rejected 52 applicants to its MBA program, suspecting they had plagiarised more than 10 per cent of their admissions essays."
In The Advertiser article, UniSA's Tracey Bretag is warning against the 'Cut and Paste Cheats'. Among her comments: "Students should be taught in primary school how to properly source and reference information from the Internet and traditional resources to eliminate cheating habits."
My primary school years were in the 90s, when the Internet as as an information source was either non-existant or in its infancy (so basically non-existant for kids). But, the concepts of not stealing and giving credit to others work is the same across media, particularly when you're teaching kids. Moreover, in 1999, a US-based campaign against academic cheating found it's been on the rise for the past 50 years (and this was in 1999!) – so it's not as though the number of those involved was fairly stable and suddenly surged when the Internet became the one-stop-shop for information.
Speaking to my Mum, we remembered our separate times at school – being taught what cheating and plagiarism are, paraphrasing, the importance of credit where credit's due, acknowledging sources and showing you've done research. I remember going with one of my primary school classes (in the 90s) to the school library, and working through basic exercises: working out a statement's key ideas, picking out the main words or phrases, putting it in a different sentence (and in later years, making sure you're not losing or changing the context), where to look in a book for author information, and so on. Kids are being taught this stuff. My older sister and I remember being drilled, "Reference everything." Well, then maybe I just got lucky.
I'd love to see what (if any) school(s) have a successful program in place (students understand the issues and make an effort to reference, etc.) and whether that could that be used as a model for best practice. If not, educators and child psychologists (maybe?) need to get together and work out the best way to explain why passing others' work off as their own is wrong. I'd think along the lines of 'you wouldn't like it if someone stole your work, would you?' would be effective. I remember as a school kid doing a drawing or having an idea I was really proud of, and being really shitty when someone else sitting nearby miraculously had the same (or almost) idea – even worse when they got praised for the brilliant idea. Maybe use that when you're teaching kids – eg. "I'm sure you've all had a really great idea for a drawing, but what about when you find out someone else has copied it and pretended it's theirs? So the teacher thinks they've done really great work, and they don't speak up and say "I didn't think of this myself, I got this idea from my friend"? That makes you feel pretty bad, doesn't it?" Get the parents involved, too.
A teacher friend told me about catching primary school kids in one of her old classes doing exactly as Bretag describes – cutting and pasting slabs of text ripped from websites, with zero attribution. "But surely," I lamented, "in high school, and definitely in university…you just know not to do that!!" Apparently, it's not so common knowledge. Bretag says, "there's a lot of confusion about what's appropriate – students often just don't get it. At school, often students can cut and paste from the web and stick a reference at the end and it's all hunky-dory but then when they do that at university, it's plagiarism," says Bretag in the article.
So, young adults pass high school classes using simple 'cut-paste-reference' attribution, and then go on to university in a haze of ignorance and naiveté (despite being smart enough to get into uni in the first place), assuming they'll be able to write university-level essays and material the same way, then cry foul when they're called out for it?
I think that's a bit of a stretch. From experience, high school-to-uni students are told writing at uni is a whole different ballgame, and expectations are clear that at university, you need to up the ante with sourcing and referencing. I can only speak from my experience as a UniSA student of only a handful of UniSA's tutors, but their standard was excellent (in particular, Leanne Glenny and Joy Chia) – explaining the expectations and the serious consequences for plagiarism (ranging from losing marks, to failing the assignment, to expulsion), AND the specifics were provided repeatedly – in handouts, 'Readers' and course material, and verbally reiterated in class before assignments.
And with the Internet comes freely, easily available online information on how to avoid plagiarism and correct referencing technique – including the right way to cite social media sources in academic work, eg. here. So it's not a case of 'I didn't know I had to reference', or 'I didn't know what I was doing was plagiarising'. It's more 'Someone else has already said it better than me, and the teacher won't bother to check up on it anyway.' Lazy students are taking chances, and getting away with it – going on to eventually toff their mortar board, walk across the graduation stage, and collect a diploma for stolen work. These students are effectively being rewarded for cheating! It pisses me off. These are young adults, obviously old enough to know better – to know this form of lying and stealing is serious – yet are somehow able to make peace with or justify their deceit.
Technology and digital media have certainly has changed the landscape, forcing educators and technology to try and keep up.
Bretag says "social media, and the Internet more broadly, [have] blurred the boundaries of when it [is] acceptable to copy the work of others because it [is] now commonplace to download, share and retweet information in a click." In my opinion, this is not exactly accurate. As I said earlier, academic cheating has been on the rise for decades. And the nature of sharing online media and use of hyperlinked text makes it easy to credit the original and reference the source. Hyperlinks are accepted protocol – they let readers to know they're reading credible information because, if necessary, they can trace it back to the original source. I know I wouldn't trust a blog or online source with no links to external content!
The act of retweeting specifically credits the course via the 'RT' cue and quotation marks! Or, users can include a "via @username". Sure, tweets can be edited before retweeting, but it goes against the nature of Twitter (immediate, instantaneous) and the accepted protocol and etiquette among users. So, yes – social media and Internet use is now commonplace, but students should be more aware, and more vigilant in familiarity with crediting sources and avoiding the cheat's method.
To combat the problem, numerous educators and institutions are using content matching software like iThenticate, Blackboard and Turnitin – the latter checks text in student "papers against 24+ billion web pages, 300+ million student papers and 110,000+ publications". A Google search shows Turnitin is used by Australian universities including UniSA, Flinders, La Trobe, UWA, UNSW, Melbourne Uni, RMIT, University of Western Sydney, University of Newcastle, University of Tasmania, Macquarie, and Deakin.
However, such software isn't without criticism. Late last year, Monash Uni's Robert Nelson discussed 'Delusions of candour: why technology won't stop plagiarism' on The Conversation. He argues, "beneath these appeals to superior forensic intelligence lies an unhappy fallacy – that a technological fix can address a moral problem" and says while content matching software is great for catching word-for-word plagiarism – the 'Cut and Paste Cheats' of the article – it's not so good with paraphrasing. Fair points. But Nelson loses me claiming the biggest problem with a "policing strategy" like technology is it "inadvertently creates risk by appealing to the gaming mentality of young students who are used to such challenges in their favourite entertainment. In many video games, the player can get ahead by risky deceptions which cheat the system." Way to generalise! I'd love to see some stats on this (and if Nelson is right, I'll say so). To me, it seems highly unlikely uni students would take the massive risks that come with plagiarising just because they want to try and 'beat' the software and stick it to The Man. (Deakin Uni's Wendy Sutherland-Smith responded to Nelson's piece, arguing technology is an important tool to curb the cheating problem.)
And every positive measure seems to be matched by a new way to cheat. (But maybe it's not an increase in cheaters, but an increase in the number of students getting caught…) The West Australian discussed an increase in essays for sale: WA university students paying for online ghostwriting services (and check out the Sydney Morning Herald's 'Confessions of a university ghost writer'!). One 'professional' ghostwriting site I found using a simple Google search charges from $13 per page. Some services even offer completely original essays, making content matching software useless in those cases.
1. A lack of understanding of the rules; not enough education during primary school years.
As mentioned, this is Bretag's theory. If this is the case, I want to know: What are the other variables? What is the scope of the problem? Are teachers too vague with assignment guidelines, leading to students' loose interpretation of them? This excuse came up during the Harvard scandal mentioned earlier – an investigation leading to accusations a large number of students cheated on a take-home exam. Perez Pena's article explains, "the instructions on the take-home exam explicitly prohibited collaboration, but many students said they did not think that included talking with teaching fellows." Or, are teachers just not paying attention, and failing to follow through on their promise of checking references? If not, how do students know they can get away with it? It's just too hard to police – extra resources would be needed to do it thoroughly.
More questions…
- Are punishments set by universities too light? What example is being set? How do students know the faculty doesn't just wax lyrical?
- Are high schools failing to prepare students for what's expected of them at university level?
- And what's being done to combat ghostwriting sites?
2. It's not just the teachers – the whole school system design is flawed!
In Psychology Today, psychology research professor Peter Grey argues:
"Our system of compulsory (forced) schooling is almost perfectly designed to promote cheating…Students are required to spend way more time than they wish doing work that they did not choose, that bores them, that seems purposeless to them. They are constantly told about the value of high grades…
Students become convinced that high grades and advancement to the next level are the be-all and end-all of their school work. By the time they are 11 or 12 years old, most are realistically cynical about the idea that school is fundamentally a place for learning. "
Gee, kids are really up against it! With that sort of evidence, I'm amazed students are able to do any of their own work at all! What's next – a link between plagiarising and violent video games?
3. Stress/Study+Work/Pressure to Achieve
"I'm normally on top of everything but…it's just this semester…I just haven't got time…there's so much pressure on me to do well…well, it's just easier to plagiarise than ask for help or admit I don't understand the material." Sound legit? I'm not too sure.
University of WA acting deputy vice-chancellor (education) Grady Venville (in Hiatt's article) says the stressful combination of study and part-time work is partly to blame, and a Canadian study says millennials (18-33 year-olds) are suffering an "epidemic of perfection" – as a result, they're more stressed than other generations.
But if it's that bad, why don't students talk to their tutor? That's exactly why provisions like 'extension on compassionate grounds' exist!
International students also have to deal with culture stress. A study of international students at an Australian university found "poorer than expected academic performance and coming from an Asian or African country were each associated with higher levels of cultural stress". This raises even more questions!
- Is the relevant information handed out in multiple languages, and simple to understand?
- How do tutors make sure all students understand what's expected of them?
- Do students (including from culturally different backgrounds) see tutors as unapproachable?
4. A growing breed of Machiavellian young adults who don't give a shit about integrity.
Ah! Now we're getting somewhere. The West Australian article I mentioned earlier says, "more than 4000 students were warned or disciplined in the past two years for submitting the work of others as their own, colluding or cheating in exams, compared with nearly 2000 in the previous two years." Generation I? More like Generation Lie.
"For students today, the lure of plagiarising and the temptation to cheat might appear overwhelming; it's at the fingertips, at their keyboard…Here is everything the profoundly lazy, over-worked, under-inspired, and over-achieving student has been looking for: thousands–no, tens of thousands– of essays and papers, researched articles and personal responses, two-to-twenty-page commentaries on any subject (you name it) from "Albatrosses in the Ancient Mariner" to "Zealots in Zimbabwe." Regina Barreca, Psychology Today
Explaining the UCLA plagiarism situation mentioned earlier, Dave Wilson, chief executive of the Graduate Management Admission Council says, "Places on exceptional MBA programmes are scarce commodities and the economic return is so substantial that some people are prepared to risk and to try things that would gain them an unfair advantage."
In the 'Delusions of Candour' article, Nelson says the problem's a moral one, so forget technology! What's needed is "a widespread consciousness within a community and a social mood are needed in which "right" is expected, talked about, prized and thought of with pride." Yes, that's the way to do it! Surely students won't want to cheat if "they feel deeply that their time at university is about learning, and consequently that any short-cut in learning short-changes their priceless development"! I'm pretty sure cheaters aren't too concerned with their 'priceless development' or short-changing their learning (not only is this obvious, but backed up by research showing many students value grades over education). They want the most benefit with the least work, and if that means pinching intellectual property, so be it. Look at what Wilson said just before – it's all about 'economic return'.
Whatever the reason, it's still an excuse, and I'm more inclined towards a stick, rather than carrot, solution. A 2003 study found students often rationalise their dishonest behaviour and don't take plagiarism seriously. So up the punishments – students need to know plagiarising is a big deal, not a set of rules in legalese that's too often treated like the Terms and Conditions on a product warranty (how many people really read and understand them?). And don't let cheaters get off with a slap on the wrist. The sooner schools and universities exercise a more stringent tolerance policy and harsher penalties, the sooner students will do the right thing (I was going to say zero tolerance, but this raises 'grey area' questions about the definition of plagiarism, which would need addressing anyway. Sutherland-Smith's article separates students who intentionally set out to get away with cheating, from those who didn't understand or made an honest mistake with a citation or editing etc.).
Yes, absolutely look at increasing student engagement and re-aligning the skew-whiff moral compass of offenders (however that might be done), but also clearly demonstrate dishonesty won't be tolerated. Stanford Uni says, "Cheating no longer carries the stigma that it used to. Less social disapproval coupled with increased competition for admission into universities and graduate schools has made students more willing to do whatever it takes to get the A." Bring back the stigma!
Stop the 'Copy and Paste' rort. Research and reference with integrity.
Considering my stance, obviously I've done my best to credit all sources in this post. No infringement intended!


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Time for a vibrant and fun open thread discussion hosted by the commenter driven Hackerspace and the mothership, Lifehacker. Now is your chance to tell people about stuff you learned, ask questions about stuff you don't know, and comment on life's incredible mysteries and magic. Get out there and start commenting!
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|Skip Navigation Links
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|Oracle Solaris 10 1/13 Installation Guide: Network-Based Installations Oracle Solaris 10 1/13 Information Library
Part I Planning to Install Over the Network
1. Where to Find Oracle Solaris Installation Planning Information
2. Preconfiguring System Configuration Information (Tasks)
3. Preconfiguring With a Naming Service or DHCP
Part II Installing Over a Local Area Network
4. Installing From the Network (Overview)
5. Installing From the Network With DVD Media (Tasks)
6. Installing From the Network With CD Media (Tasks)
7. Patching the Miniroot Image (Tasks)
8. Installing Over the Network (Examples)
9. Installing From the Network (Command Reference)
Part III Installing Over a Wide Area Network
11. Preparing to Install With WAN Boot (Planning)
12. Installing With WAN Boot (Tasks)
13. SPARC: Installing With WAN Boot (Tasks)
14. SPARC: Installing With WAN Boot (Examples)
Create the Document Root Directory
Check the Client OBP for WAN Boot Support
Create the /etc/netboot Hierarchy
Copy the wanboot-cgi Program to the WAN Boot Server
(Optional) Configure the WAN Boot Server as a Logging Server
Configure the WAN Boot Server to Use HTTPS
Provide the Trusted Certificate to the Client
(Optional) Use Private Key and Certificate for Client Authentication
Create the Keys for the Server and the Client
Create and Validate the rules File
Create the System Configuration File
Check the net Device Alias in OBP
B. Installing or Upgrading Remotely (Tasks)
To install the wanboot program on the WAN boot server, copy the program from the Oracle Solaris Software media to the WAN boot server's document root directory.
Insert the Oracle Solaris DVD or the Oracle Solaris Software - 1 CD in the media drive that is attached to wanserver-1 and type the following commands.
wanserver-1# cd /cdrom/cdrom0/Solaris_10/Tools/Boot/platform/sun4u/ wanserver-1# cp wanboot /opt/apache/htdocs/wanboot/wanboot.s10_sparc


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Movies.com, the ultimate source for everything movies, is your destination for new movie trailers, reviews, photos, times, tickets + more! Stay in the know with the latest movie news and cast interviews at Movies.com.
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African Wildlife Wonderland Straddling Three Nations Gets World Heritage Recognition
Posted on 03 July 2012
WWF has welcomed the declaration of Dzanga-Sangha in Central Africa as a World Heritage Site by UNESCO following an announcement in St. Petersburg on July 1st 2012.WWF has welcomed the declaration of Dzanga-Sangha in Central Africa as a World Heritage Site by UNESCO following an announcement in St. Petersburg on July 1st 2012.
The site called the Sangha Tri-National Protected Area (also known by its French acronym TNS) consists of a 25,000 km2 contiguous area across the Republic of Congo (Brazzaville), Cameroon, and the Central African Republic and marks the first World Heritage site that spans three nations. The core of the TNS is formed by three neighbouring national parks connected by the Sangha River and teems with gorillas, elephants, and chimpanzees.
According to Stefanie Conrad, regional representative of WWF for the Central Africa region; "This inscription is the culmination of over a decade of work by many dedicated people, ranging from protected area managers, central governments in the three countries, researchers, community leaders, private sector and financial partners to make the TNS a truly functional trans-boundary managed world class forest landscape. This World Heritage status will introduce the TNS to the rest of the world and lead to increased support for the continued protection of the area's globally important biodiversity and for the people that depend on it."
The TNS already benefits from long-term technical and financial support from WWF, the Wildlife Conservation Society (WCS), a UK-registered trust fund called the TNS Foundation (FTNS), UNESCO's World Heritage Centre, the UN Great Apes Survival Partnership (GRASP), and the governments of the U.S., Germany, France and Spain, along with private donors.
The World Heritage Site declaration marks the culmination of a vision dating from 2000 when the Governments of the Republic of Congo, Cameroon, and the Central African Republic, signed the TNS cooperation agreement, agreeing to work together to assure the conservation and sustainable use of natural resources of the Sangha Tri-National Protected Area complex .
The TNS has one of the lowest human footprints in equatorial Africa. Its habitat ranges from tropical forests, wetlands, and many types of natural forest clearings known as bais – some of which attract multiple gorilla groups simultaneously, while others host thousands of parrots. The bais are exceptional hubs for social and genetic exchanges for wildlife. Nowhere else do 100-plus forest elephants so frequently congregate in a given area, often with other large mammals such as bongo, sitatunga, forest buffalo, and giant forest hogs.
The new World Heritage Site is made up of a core 7,542 km2 consisting of Dzanga-Ndoki National Park in Central African Republic, Lobéké National Park in Cameroon, and Nouabalé-Ndoki National Park in Congo. An additional 17,880 km2 buffer zone is managed for selective logging many of which have Forest Stewardship Council certification.


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Short-term Survival in Patients With Severe Alcoholic Hepatitis Treated With Steroid Versus Pentoxifylline
|The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
|ClinicalTrials.gov Identifier: NCT01455337
Recruitment Status : Unknown
Verified October 2011 by Seung Ha Park, Inje University.
Recruitment status was: Enrolling by invitation
First Posted : October 19, 2011
Last Update Posted : October 19, 2011
- Study Details
- Tabular View
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- How to Read a Study Record
Alcoholic hepatitis represents one of the more serious forms of alcoholic liver disease. Critically ill patients with alcoholic hepatitis have high morbidity and mortality rate. Because of data suggesting that the pathogenic mechanisms in alcoholic hepatitis involve cytokine release and the perpetuation of injury by immunologic process, corticosteroid has been extensively evaluated in the treatment of alcoholic hepatitis. Although there are discrepancies in literature as several randomized trials and meta-analyses have reached contradictory results, corticosteroid for a subset of patients with severe alcoholic hepatitis, defined as a discriminant function ≥ 32, who also have no concomitant gastrointestinal bleeding, active infection, renal failure, and pancreatitis, has been recommended. This latter point emphasizes the important of meticulous selection to avoid the side effects of corticosteroid. Thus, the beneficial effects seems confined to a highly selected minority group in which the inhibitory effect of corticosteroid on liver inflammation is not outweighed by side effects such as weakened defense against infection, anti-anabolic effects, and possible ulcer-promoting effects causing gastrointestinal bleeding, which may be deleterious in these critically ill patients.
Newer understanding of the role of the role of TNF-α expression and receptor activity in alcoholic liver injury has prompted to an examination of TNF inhibition as an alternative to corticosteroid for severe alcoholic hepatitis. Pentoxifylline, a nonspecific TNF inhibitor, recently has been demonstrated in a randomized trial to improve survival in the therapy of severe alcoholic hepatitis. In particular, the survival benefit of pentoxifylline appears to be related to a significant reduction in development of hepatorenal syndrome. These results are promising, and support the need to further evaluate the potential of this new therapeutic avenue.
There is a need for head to head comparison of corticosteroid and pentoxifylline in severe alcoholic hepatitis. At the time the current study was designed (2008), corticosteroid was first-line treatment for severe alcoholic hepatitis. This study was designed to demonstrate that the effect of pentoxifylline was similar (i.e., not inferior) to that of prednisolone, an active form of prednisone. The aim of the present study was thus to compare the effects of pentoxifylline and prednisolone on the short-term mortality.
|Condition or disease
|Alcoholic Hepatitis
|Drug: pentoxifylline Drug: Prednisolone
|Phase 3
|Study Type :
|Interventional (Clinical Trial)
|Estimated Enrollment :
|126 participants
|Intervention Model:
|Parallel Assignment
|Single (Investigator)
|Primary Purpose:
|Official Title:
|Principal Investigator
|Study Start Date :
|January 2009
|Estimated Primary Completion Date :
|December 2011
|Estimated Study Completion Date :
|December 2011
|Active Comparator: prednisolone
Drug: Prednisolone
40mg qd
|Experimental: pentoxifylline
Drug: pentoxifylline
400mg tid
- survival rate [ Time Frame: at 1-month ]
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.
|Ages Eligible for Study:
|20 Years to 75 Years (Adult, Older Adult)
|Sexes Eligible for Study:
|Accepts Healthy Volunteers:
Inclusion Criteria:
- Clinical diagnosis of Severe alcoholic hepatitis (discriminant function ≥ 32 points), Must be able to swallow tablets.
Exclusion Criteria:
- Gastrointestinal bleeding Bacterial infection HBsAg positivity Acute pancreatitis
|Responsible Party:
|Seung Ha Park, MD, Inje University
|ClinicalTrials.gov Identifier:
|Other Study ID Numbers:
|First Posted:
|October 19, 2011 Key Record Dates
|Last Update Posted:
|October 19, 2011
|Last Verified:
|October 2011
severe alcoholic hepatitis
Hepatitis A
Hepatitis, Alcoholic
Liver Diseases
Digestive System Diseases
Hepatitis, Viral, Human
Virus Diseases
Enterovirus Infections
Picornaviridae Infections
RNA Virus Infections
Liver Diseases, Alcoholic
Alcohol-Induced Disorders
Alcohol-Related Disorders
Substance-Related Disorders
Chemically-Induced Disorders
Anti-Inflammatory Agents
Hormones, Hormone Substitutes, and Hormone Antagonists
Physiological Effects of Drugs
Antineoplastic Agents, Hormonal
Antineoplastic Agents
Protective Agents
Phosphodiesterase Inhibitors
Enzyme Inhibitors
Molecular Mechanisms of Pharmacological Action
Platelet Aggregation Inhibitors
Radiation-Protective Agents


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Description: Wallach's Interpretation of Diagnostic Tests, now in its Ninth Edition, has been completely revised and updated by a new author team from the Department of Hospital Laboratories, UMass Memorial Medical Center faculty, who are carrying on the tradition of Jacques Wallach's teachings. This text serves as a practical guide to the use of laboratory tests which aids physicians in using tests more effectively and efficiently by offering test outcomes, possible meanings, differential diagnosis, and summaries of tests available.
The book has been reorganized into 2 sections. The first section is devoted to an alphabetical listing of laboratory tests while stressing the integration of the clinical laboratory in the clinical decision making process. Test sensitivity, specificity, and positive and negative infectious disease probabilities are included whenever appropriate. Microbiology tests are listed in a separate chapter. The second section is devoted to disease states. Where appropriate, a patient's chief complaint and/or physical findings are initially presented with subsequent discussions focused on discrete disease states as they relate to a patient's chief complaint. Current molecular diagnostic testing, cytogenetics, common pitfalls, test limitations, and identification of appropriate tests for specific clinical presentations are also addressed.
Ninth Edition highlights include:
Detailed listing and description of routine and esoteric tests listed alphabetically, with information on when to order and how to interpret the test results based on evidence-based laboratory medicine.
Information on how to work up patients with specific symptoms and the appropriate lab tests to order
Up-to-date test procedures including molecular diagnostic tests
Detailed microbiology chapter of infectious diseases


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Building: Harbour Heights
Neighborhood: Belltown
Harbour Heights is located at the corner of 2nd and Cedar. Built in 1980, Harbour Heights stands 18 stories tall and totals 93 units. Situated in the north end of Belltown, Harbour Heights neighbors include, The Parc, Avenue One, The Vine, Arbor Place, Mosler Lofts, Concord and Gallery. Generally considered the quieter side of Belltown, Harbour Heights owners boast large floor plans and great views. The amenities in the building rival many of its competitors. They include, an outdoor pool, game-rec room, fitness facility, rooftop terrace with BBQ/sun-chairs and many of the units also feature a spacious private patio or sun room. Although Harbor Heights has been around for decades, the owners of the building have recently renovated. Those renovations include new siding design and a fully renovated lobby.
View Seattle Condo Map in a larger map


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How do I earn interest on an index-linked Certificate of Deposit (CD)?
The interest on an index-linked CD is tied to an index selected by the bank, such as the S&P 500, LIBOR or the Russell 2000. Depending upon how the CD is structured, the investor may earn interest if the index changes. Some CDs pay interest based on an increase in an index; some pay interest based on a decrease in an index. Some CDs pay interest if an index stays within a certain range, but they pay no interest if the index moves out of that range. In addition, some CDs average changes in the index quarterly or annually during the term of the CD. This may produce a different result than a formula that focuses upon index results as of specific dates (e.g., 3/31 or 12/31).
The interest on the CD may be subject to a cap or a participation rate. A participation rate determines how much of the index's change will be used to compute the interest. For example, if the index goes up 10% and the participation rate is 80%, the investor will receive 8% interest over the term of the CD. If the index goes down, the investor could earn zero percent interest over the term of the CD. Customers should look at APY disclosures when comparing products.


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In 2008, before I started working for Pets Best Insurance, I had just lost my job at a vet clinic. One day I noticed my dog Mih-kit-see acting funny, like something was bothering her hind end. I noticed a red color in the area, and of course as a certified veterinary technician, I thought the worst: I thought she had hemorrhagic gastroenteritis, and had visions of bloody diarrhea, vomiting and severe dehydration. I had no money to take her to the vet for treatment. How I wish I had insurance then, as I had no way to treat hemorrhagic gastroenteritis at home.
I cried and hugged her, as I felt it was going to be a long, hard night. I took her outside and looked again, and noticed the discharge on Mih-kit-see was just blood. I looked more closely and noticed an anal gland abscess had ruptured. While this is still a messy, uncomfortable condition, it is much more treatable than hemorrhagic gastroenteritis, so I almost cried with joy. Had I had insurance, it would have been a simple trip to the vet for an exam and antibiotics. But because I didn't, I had to treat her at home by flushing the wound, and it took at least twice as long to treat. I understand not every pet owner has a veterinary background like I do, and without it, I would have been even more worried.
Even as a vet tech, home treatment was nerve wracking because of the risks involved. If it didn't heal correctly or didn't heal at all, it could have caused a fistula or nerve damage resulting in incontinence.
We got lucky and Mih-kit-see recovered– but it was an extremely stressful time that would have been made so much easier with pet insurance. She's now insured with Pets Best Insurance, as is her litter mate Ki-yoo, and my Bernese Mountain Dog, Nick. Mih-kit-see hasn't had any more anal gland problems, but I have used my insurance for the other two dogs, and I am so glad to have it.
When people ask me how many kids I have, I always say I have six: a seven-year old boy, a two-year old girl, three dogs, and one cat. Now that I have pet insurance and know how much peace of mind it brings, I wouldn't go without it just as much as I wouldn't go without health insurance for my human kids.
Share Your Story and Win
Was there ever a time you wished you had pet insurance? Share your story with NAPHIA for a chance to win. And in honor of National Pet Health Insurance Month, please share this blog with your friends and family who own pets!


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American Physical Society Sites|APS|Journals|PhysicsCentral|Physics Magazine
- American Physical Society Sites
- Publications
- Meetings & Events
- Programs
- Membership
- Policy & Advocacy
- Careers In Physics
- Newsroom
- About APS
- Become a Member
Valerie Otero, Michael Ross, Samson Sherman
University of Colorado, Boulder
The University of Colorado, Boulder (CU Boulder) has established an integrated model of educational change by leveraging funding from professional societies, national foundations, industry, and the University. Much of our work hinges on the nationally emulated Colorado Learning Assistant program together with the NSF-funded Noyce Fellowship program, which allows us to transform and study our large-enrollment, undergraduate courses so that they are more closely aligned with the findings of research in cognitive science and education. As a result, faculty from science, mathematics, and engineering have become involved in educational transformation and in recruiting and preparing students to become K-12 teachers1.
CU Boulder recruits teachers through the Colorado Learning Assistant (LA) program2 and through the STEP I and STEP II courses of the CU-Teach curriculum3 (part of the UTeach national replication effort). A critical part of our recruitment, preparation, and retention efforts is the Noyce Fellowship Phase I and Phase II programs4, which provide support for LAs and CU-Teach students who have committed to teaching in high needs school districts. Finally, the Master Teacher track of the Noyce program provides crucial support for our Streamline to Mastery induction program5, which seeks to retain teachers while preparing them for leadership positions in their districts and for participating in the national dialog on educational assessment and educational change.
At CU Boulder, approximately 85 undergraduate Learning Assistants (LAs) are hired each semester to work with Science, Technology, Engineering, Mathematics (STEM) faculty to transform large-enrollment, lecture-style courses so that they are more student-centered and interactive in 9 STEM departments. In 2009-2010, 40 classes were transformed using LAs including some upper division courses. All new LAs attend a special course in Mathematics and Science Education taught by an education faculty and an experienced K-12 teacher. These LAs comprise a pool of STEM majors from which we recruit new K-12 teachers. The Colorado LA program works closely with the Physics Teacher Education Coalition6 of the American Physical Society and with the Science and Mathematics Teacher Imperative of the Association of Public and Land Grant Universities7 who have similar goals. We received the Noyce Phase I grant in January 2005, at which time we restricted applicants to those who had served as LAs.
In 2008, we applied for and received a Noyce Phase II grant. With Noyce Phase II, all CU-Teach students recruited from the STEP I and II courses in addition to LAs became eligible for Noyce fellowships. Through our Noyce Phase II funding, we also embarked on a focused effort to increase diversity within the program by partnering with other diversity-focused programs on campus such as the McNiell program, the Miramontes Arts and Sciences Program, Education Diversity Scholars Program, Multicultural Engineering Program, and Partners in Science Education in the Community.
A unique element of the CU Boulder Noyce program is that all Noyce Fellows have the opportunity to work with STEM and education faculty and with K-12 teachers on discipline-based educational research and development projects often leading to publication and presentation at national conferences. For example, Noyce Fellows have worked on research involving students' model-building practices in magnetism8, students' discourse in calculus9,10, the development and deployment of photoelectric effect simulations11, interactions between LAs and TAs in transformed settings12, students' conceptions in molecular biology13, the development and use of teaching guides for instructors, TAs and LAs in introductory chemistry, and the use and adaptation of the NSF-funded Physics and Everyday Thinking curriculum14,15 in high schools.
In order to track the increase in the number of teachers that result from the LA/Noyce program more broadly, we compare the average number of students completing math and science certification programs each year in three different teacher certification programs at CU: the Master's Plus certification program (MA+), the Post-Baccalaureate certification program (PBA), and the Undergraduate certification program (UG) before and after the LA/Noyce program started graduating its first certification students. The UG program is the program into which we recruit our LAs and Noyce Fellows. As is evident in the graph, the MA+ and the PBA programs stayed the same, the UG program increased dramatically from before and after we saw our first LA graduates.
Induction and Retention
The Streamline to Mastery induction program at CU Boulder is an NSF-funded Teaching Fellow/Master Teacher track of the Noyce program. Our Streamline to Mastery professional development program is unique in that seeks to capitalize on the expertise of teachers toward the creation and implementation of a useful professional development program for themselves and for other teachers. The creation and implementation of the professional development program by the teachers themselves also serves as participant-driven professional development for these teachers leading to leadership identities and skills. The NSF Noyce TF/MT track provides salary supplements of $15,000/yr for teachers to participate for five years in professional development leading to mastery.
Currently, four physics and physical science teachers are participating in our program (they will begin the process of selecting the next cohort of eight teachers in Spring 2011). Two of the teachers are former LAs and Noyce Fellows from CU Boulder, the third has a Ph.D. in Biochemistry, and the fourth received a master's plus certification from a prestigious program at CU Boulder. The two former LAs received their master's degrees in Urban Education from a competitive program at the University of Denver. In addition, the Streamline to Mastery team consists of two graduate students in physics education research (both former high school physics teachers), four current Noyce Fellows (two undergraduate physics majors, one doctoral student in physics, and one undergraduate chemistry major), and one project principal investigator.
The Streamline to Mastery vision is that through strategic use of opportunities for professional development that draw on the skills that the teachers, graduate students, Noyce Fellows, and professors already have, we can develop expertise as a community that will lead to increased mastery of the content, of pedagogy, and of our own identities as agents of educational change. Like the LA program, the Streamline to Mastery program is an experiential learning program where all participants are working together to establish a greater understanding of our roles in educational change. At the same time, the evolving community provides a rich forum for Noyce Fellows to work directly with real, current teachers as they deliberate over daily features of their jobs including rewards, obstacles, challenges, and strategies for working with students and administrative issues. In addition, Noyce Fellows assist classroom teachers with their action research projects. We hypothesize that this opportunity provides superior, authentic teacher preparation for our Noyce Fellows while serving as a mechanism for establishing superior professional development for our Streamline to Mastery teachers. As such we are evaluating various aspects of the program internally and externally.
Participant Views of the Streamline to Mastery Program
In order to provide an accurate illustration of the Streamline to Mastery program, we offer statements made by the teachers themselves.
Teacher 1: Unquestionably, Streamline to Mastery has had a profound effect on my teaching practice and pedagogy. After a tough first year of teaching as the only physics teacher in our school, and coming in with a background in cell biology rather than physics, I'm not sure that I would have opted to continue teaching physics if I had not had the opportunity to join Streamline and take advantage of the many avenues for support and professional development to which I now have access. I am researching the effect on student growth (academic and social) of student-student mentoring experience. My high school students will be teaching physics to local elementary students in schools where science has been cut from the curriculum using a Learning Assistant-style model.
Teacher 2: In the Fall of 2008 I began teaching Physics and Chemistry in an urban high school in north Denver and I truly began to understand the amount of patience, multi-tasking, and compassion necessary to introduce science content to high school students. I quickly learned that teaching involves many ups and downs and several times each month I found myself asking, "why am I a teacher?" and "am I really making a difference?" I felt alone in these questions, because my colleagues rarely looked as though they struggled and seemed too busy to discuss their teaching experiences. However, when I began working with the Streamline to Mastery cohort I soon was comforted with a healthy dose of reality and optimism from three colleagues who also teach science in the Denver-Metro area as well as the University–based team. For the first time in my teaching career, professional development became personal; it was not about what someone else could "teach us" (that they deemed important), but rather was about critically reflecting on pressing issues within our own classrooms. At Streamline, we openly discussed challenges like district-mandated curriculum or engaging students who have had very negative science experiences.
Teacher 3: As a teacher in a small public school where I am the only 9th grade science teacher, it is easy to get swept up in the minutia and lose track of the big picture (and why I became a teacher in the first place -- the students). The Streamline to Mastery program is an exciting opportunity to become a better science teacher, a leader and a change agent, which helps me feel grounded and puts everything back into perspective. This unique forum allows me and the other teachers to collaboratively explore various aspects of teaching and learning with other experts in science education. We have learned so much from each other by being able to share openly about our struggles and successes, analyzing our students' work to explore the concept of inquiry, and embarking on thoughtful action research to dive deeper into various aspects of my own teaching and learning. I anticipate growing and stretching my thinking as I continue to become a leader and a change agent in science education.
Teacher 4: At this point in my career I am required to attend certain meetings and trainings that are aimed at improving my teaching and thus improving student achievement. The meetings and training are sometimes helpful, encouraging and inspiring but other times they are discouraging and irrelevant to what really goes on in my classroom. What Streamline has done for me is create a space where the meetings are always helpful and relevant simply because we as teachers are part of the process of designing what works for us. I feel like my experience and ideas as an educator are valued. I have found that participating in action research in my classroom is challenging, yet rewarding, but more importantly it engages me as a teacher to analyze what is working in my classroom and what needs to be improved. Having ownership in my research is what makes it work.
The Noyce Fellowship and Noyce Streamline to Mastery programs at CU Boulder synergistically interface with the LA program, the CU Teach certification program, and with one another. By leveraging resources from multiple sources we have begun to establish a structure through which future teachers work with inservice teachers in ways that greatly benefit both. By bringing our graduate students into the mix, we have been able to bridge research and practice both for teacher preparation and for teacher professional development and retention.
1.V. Otero, S. Pollock, N. Finkelstein (in press), American Journal of Physics.
2.Funded by NSF grants #302134, #554615 and PhysTEC
3. Funded in part by the National Mathematics and Science Initiative
4. Funded by NSF grants #434144 and #833258
5.Funded in part by NSF grant #934921
6. http://www.colorado.edu/physics/EducationIssues/phystec/
8.Otero, V., Jalovec, S.,* & Her Many Horses, I.* (2006, July). Evolution of Students' model-building practices in an inquiry-based physics course. Paper presented at the biannual meeting of the American Association of Physics Teachers, Syracuse, NY.
9.Spooner, K.,* Geist, A.,* Curry, J., Dougherty, A., & Nelson, M. (2007, January). Learning Assistant research in the Applied Mathematics department, Boulder, Colorado. Paper presented at the Joint Mathematics Meeting, New Orleans, LA.
10. Nelson, M. A., Geist, A.,* & Venturo, A.* (2008, January). Noyce Fellows and Learning Assistants at CU, Boulder. Presented at the Joint Mathematics Meeting, San Diego, CA.
11.McKagan, S. B., Handley, W.,* Perkins, K. K., & Wieman, C. E. (2009). A research-based curriculum for teaching the photoelectric effect, American Journal of Physics.
12. S. Stachurski, V. Lyman, V. Otero (2010, March) Urban Teachers' Views of the Colorado Learning Assistant Program, Presented at the Spring Colloquium Series, School of Education, University of Colorado, Boulder.
13. Klymkowsky, M. W., Gheen, R.,* & Garvin-Doxas, K. (2007). Avoiding reflex responses: Strategies for revealing students' conceptual understanding in biology. In L. McCullough, J. Hsu & P. Heron, (Eds.), 2007 Physics Education Research Conference Proceedings. Melville, NY: AIP Press, 3-6.
14. F. Goldberg, S. Robinson, and V. Otero, Physics and Everyday Thinking (It's About Time, Herff Jones Education Division, Armonk, NY, 2007). Funded in part by NSF grant #096856
15. S. Stachurski and V. Otero,(2010, July). Essential Components of Student-Centered Physics Curricula for High School. Presented at the annual Noyce PI Conference.
Valerie Otero is an associate professor of science education and a member of the physics education research group at the University of Colorado, Boulder. She is the director of the Colorado Learning Assistant Program, the Colorado Noyce Fellowship program, the Streamline to Mastery program, and the CU-Teach program.
Samson Sherman is an undergraduate physics major who served as a Learning Assistant in 2008 and has been conducting discipline-based educational research as a Noyce Fellow since 2009.
Michael Ross is a doctoral candidate in science education at the University of Colorado, Boulder. After teaching high school physics for 5 years, he turned his attention to graduate school to study how culture, race, and power interact with students' opportunities to learn physics in American secondary schools.


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I was flipping the television channels when I saw a glimpse of a girl from a soap opera – I don't watch the soap opera but nonetheless her face reminded me of me – it triggered a memory of an experience that I had not long after my 16th birthday.
The thought process that was triggered led me into thinking how 'this thing' that happened to me, was my first time at being the owner of a broken heart. Now, there have been a few times throughout my life when I referred to myself as being broken hearted, and since to my mind I've placed importance in the idea of having had my heart broken, it's thus best, if I investigate to see what's really going on so I can forgive myself.
So this particular time, was when I was 16, which was when I made the decision to have sex for my first time with this guy that I had been dating and making out with heavily for almost a year. Even now I can for a moment access the energy as I remember my thoughts / backchat back then which was leading and influencing my decision, because in my mind, I would replay the energy of our nightly and lengthy make out sessions over and over.
Immediately after we had sex that first time, my mind began to freak out a little with questions like: what if the condom breaks and what if I get pregnant? If I got pregnant I didn't know how I would face my mom, so after a couple of more times of having sex after the first time, I told this guy – who my 'freedom' as a teenager greatly depended upon at this time because my parents trusted him – I told him that I just couldn't have sex with him anymore for awhile because I was scared I'd get pregnant. I remember he looked right into my eyes as he smiled and said 'hey, no problem'. I remember thinking how great it was to have such an understanding and caring boyfriend.
A week later, I heard it from a friend that heard it from a friend – yes really! That he was messing around, with a woman that was 10 years older than him!, (he was 21). I remember that day like it was yesterday… I was sixteen with a drivers license but no car, and I needed to get to my boyfriends apartment and fix how I was feeling. He lived about 5 blocks from me so I got on my 10 speed bike and cried the entire time as I rode it to his place.
It was early spring and I remember thinking in the midst of my crying and pedaling, how it was to beautiful of a day to feel like I was feeling, which was sad, lonely and angry. He wasn't home when I got there and it didn't matter because it was my experience within those first moments – when something changes the nature of the relationship in a way where you know it'll never be the same – it was in that moment that my definition of how love has to do with being 'the owner of a broken heart', came to be. Within that single moment I became acquainted with what love and betrayal 'feels' like and I 'thought' my world had just crashed before me all because I was having a negative experience of myself. It's these such momemts that I let energy in and in doing so I allow harm to my physical body and thus my physical world/reality.
So I must look realistically at such a moment, in how dramatic I made the whole thing out to be. Here one can see the extent of self interest because with ALL the atrocities that exist within our world, like poverty, war and starvation, we're broken hearted over what we refer to as hurt feelings…
It is here that I see my dependency on the 'energetic experience', where I take myself from hot to cold with positive and negative experiences from love to the extreme opposite, as anger – all for the energy of it, for my mind as consciousness to use my physical body to fuel itself…
I forgive myself that I have accepted and allowed myself to hide my anger through acts of love, peace and even gentleness, where I may behave happy, joyful, gladdened and/or appear physically calm, composed or tranquil even as I'm suppressing myself within and as the energy of love and anger to fuel who I am as my mind as consciousness.
I commit myself to within every moment breathe and face and forgive who I am as anger.
I commit myself to show myself who I am free from energetic experiences and to provide adequate care for my physical body first and foremost.
I commit myself to Stop pretending to be an automation of myself as a character of anger and suppression – because I see, realize and understand that behaving and becoming a reactive pattern of love and anger is and have always been my way of avoiding facing and taking responsibility for what I have accepted and allowed.
I commit myself to facing all the moments wherein my life I referred to and/or defined myself as being the owner of a broken heart because I see, realize and understand that investigating, understanding and forgiving these points will bring about an awareness of self, a clarity – an end to anger.
Become Someone You're Satisfied With
Begin Desteni I Process
A Great Read: Day 564 The Decision to Self-Investigate