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DirtonDirt.com exclusive
Fast Talk: Will 2012 mark a dirt racing era?
Here's the latest edition of Fast Talk, a new DirtonDirt.com feature appearing each Monday. Staffers Michael Rigsby, Todd Turner and Joshua Joiner gather weekly for a roundtable discussion about who's hot, who's not and other issues regarding Dirt Late Model racing. (edited for clarity and length):
Todd Turner: We're winding down 2012 and this, one of our final gatherings of the year, might be a good change to reflect on how we'll look back on the season in years to come. Besides the best drivers, new faces and series developments, what do you all see at some of the touchstones of 2012? Maybe some of the more intangible issues that are under the radar, or maybe things that you think will be more apparent further down the road. This might be tough, but let's work with it.
Michael Rigsby: I think it was a year that didn't necessarily have one big overarching theme, and maybe that's the storyline itself. I know Owens late run, and Lanigan's dominance on the Outlaws tour seemed to be the main things people will take away, but different from years since DoD has started covering races heavily, 2012 lacked that one big spark, or crazy topic that everyone was completely fixated on in my opinion. We had more tire-cheating, more talk of the economy, and car counts that really stayed the same on the national level. This sport has a tendency to overcorrect itself, so I look for 2013 to be full of moments that we won't forget.
I guess if I had to sift through some moments that were more off-the-radar, I think the fact that 71 late models went to Arizona in January is just huge and surprising. We'll see how it plays out next month with the addition of some racing, but overall, that was still a moment I can't get over this year.
TT: I know we've been trying to end the Bloomquist-Moyer era for forever, so I won't try to bury them just yet. However, something eventually has to give when the top nine drivers in our final Top 25 rankings are all 40 or older. Surely in 10 or 20 years we can look back and there will be some type of era shift from the older, established guys to a younger core? Or maybe the thirtysomethings will merely take their place and veterans will remain at the top of the sport?
Joshua Joiner: I know I've said this before, but I really believe that five years from now, I think we'll look back on this year as the beginning of the end of the Bloomquist-Moyer era in Dirt Late Model racing. I'm not saying either of those guys are done winning races — I think they both have many more wins left in them — but the years of either one of them dominating the sport like we saw guy like Owens and Lanigan do this year, I believe, are over. Of course, I could be completely wrong, but it's something that's bound to happen soon. And whenever it is, it'll be a major detail in the overall history of our sport.
MR: Agreed that we have at least five years left of Moyer and Bloomquist winning races at a high level. That's a long time when you think about it, and not exactly the end times for those guys. Either way, neither one of them will ever really depart from the sport. They'll always be around in some capacity, and probably behind the wheel a half-dozen years or so.
JJ: Car counts is another detail that wasn't talked about as much this year as in years past. And I think that's a good sign for the health of our sport. The 2011 season produced a lot of doom and gloom talk because of continued down trends in car counts pretty much all across the sport. But for the most part, those drops either picked up or at least leveled off a bit for most events this year. We'll wait and see how car counts fair in the coming years, but I really believe they're headed back up from here. Not saying we'll ever see 200 cars at Eldora again, but I do think things are definitely getting better.
TT: We're in the middle of trade show season with PRI at Orlando last week, and we'll have the International Motorsports Industry Show starting Thursday in Indianapolis. The shows will be combined under the PRI banner next season in Indianapolis, where we're sure to see a bigger Dirt Late Model presence. There wasn't a single Dirt Late Model on display in Orlando, so there'll be some pent-up demand for Late Models to shine at Indianapolis. Any thoughts from you guys on PRI's final Orlando show for the foreseeable future?
MR: It was stark the lack of dirt presence. I walked more than 15 aisles on the opening hour without stopping to see virtually anything. Not because I didn't want to see things, there was just simply no pressing dirt track items or drivers or people of any kind. It was a little sad to see in the fact that on opening day back in 2007 we had more than 50 Dirt Late Model racers on hand, and fewer than 10 we saw this year.
Obviously Indy has a huge impact on that, so it wasn't terribly surprising, but I think this was really the short-track community saying: "Indy is where this show belongs." It was a swan song for Orlando, but as someone pointed out to me, the likelihood that there will be a second trade show is very probable. There are already some contenders stepping up. I think PRI will be a massive, massive — did I mention massive? — show next year, but I think within two years we'll see another show pop up that many short track people will attend.
JJ: Personally, I'm glad PRI is moving back to Indy. From a short track perspective, the Midwest is simply a better fit for the sport's major trade show. The fact that there wasn't a single Dirt Late Model on the show floor and very few drivers made the trip this year definitely proves that Indy is at least the better location for the Dirt Late Model side of things.
TT: As had been reported earlier in the fall, and made official last week, the NASCAR Camping World Truck Series will indeed make a trip to Ohio's Eldora Speedway in 2013, the first big-time NASCAR race on dirt in 43 years. DirtonDirt.com blogger Dave Argabright had a nice take on this last week, seeing it as an ideal opportunity for short track dirt racing to gain more fans. How do you guys see next year's truck race at one of Dirt Late Model racing's historic venues?
MR: I personally think it's awesome. Why would it not be? I've seen some dirt track fans grumble about it, but to me, it's one of those things that you just hear and think, "that's pretty bad ass." Gotta give Eldora, Roger Slack, Tony Stewart, Larry Boos and everyone at that place credit. Another creative idea they've come up with that will be a big deal for Eldora.
I'm immediately more interested in the fact that a guy like Scott Bloomquist is going to race, and perhaps other Late Model guys as well. That gives it an Us vs. Them dynamic that dirt track fans will immediately embrace. Can you imagine if Bloomquist wins? His postrace interview will be one for the ages.
JJ: I agree with Dave, I think it's a great opportunity to draw in some new fans to dirt track racing. And if some Dirt Late Model drivers compete in the race, guys like Scott Bloomquist and Josh Richards quickly come to mind, I think that will also help get some attention to our sport, especially if some of those guys do well in the race, which I think they will. Personally, I'm excited about it just to see how the heavy stock cars — or trucks, I should say — handle the dirt. I don't think it'll be like ARCA on the mile tracks where it doesn't look much different from an asphalt track other than some dust in the air. I don't expect it to be anything like a Late Model race, but it would be cool to see the trucks get a little loose and sling some mud in the air.
TT: Jonathan Davenport's stretch of ridelessness didn't last long, just as we figured a few weeks back. The one-and-done Clint Bowyer Racing driver has connected with North Carolina-based AES Racing, where he'll join Dennis Franklin as a teammate to what should become one of dirt racing's most potent teams. Team owner Steve Cooke is still working out details on crew members and equipment and schedules, but the No. 2 and No. 49 should be worthy competition wherever they show up, right?
MR: They'll be very formidable. I can't help but think they'll have a bit of a chip on their shoulder as well, with something prove. Rambo, I think, has always felt a bit overlooked, and you know Jonathan, coming off a year that was a bit disappointing, will want to go out there and prove that he's still elite — which he is. I think the main thing is that these guys can go out there and just win races. They won't, more than likely, get caught up in chasing points. It'll be on kill to win races, and that's it. No more, no less. I'm excited to see how it plays out.
JJ: This is a silly season move that I'm really interested to see how it works out. I know there are a lot of people who want to see this team run a national tour, but I think they'll end up running a more regional schedule with major events mixed in, much like Davenport did when he had so much success with Barry Wright.
I think both Davenport and Franklin can be very successful with a schedule like that, and it'll give time for Davenport to get his confidence back up and for the team to gel overall. Then possibly the following year they could be a legitimate contender in taking on a national tour.
Correction: Fixes sponsorship for NASCAR truck series.


text:
Theophyllines/Selected Quinolones Interactions
This information is generalized and not intended as specific medical advice. Consult your healthcare professional before taking or discontinuing any drug or commencing any course of treatment.
Medical warning:
Serious. These medicines may interact and cause very harmful effects. Contact your healthcare professional (e.g. doctor or pharmacist) for more information.
How the interaction occurs:
If these two medicines are taken together, your body may not process theophylline properly.
What might happen:
Your blood levels of theophylline may increase and cause toxic effects.
What you should do about this interaction:
If you experience loss of appetite, nausea, irritability with unrest, anxiety, trouble sleeping, headache, seizures, or a fast heartbeat, contact your healthcare professional (e.g. doctor or pharmacist). Your doctor may want to adjust the dose of your medicine or change your antibiotic. Older age may make this interaction worse.Your healthcare professionals may already be aware of this interaction and may be monitoring you for it. Do not start, stop, or change the dosage of any medicine before checking with them first.
- 1.Wijnands WJ, Vree TB, van Herwaarden CL. The influence of quinolone derivatives on theophylline clearance. Br J Clin Pharmacol 1986 Dec; 22(6):677-83.
- 2.Nix DE, DeVito JM, Whitbread MA, Schentag JJ. Effect of multiple dose oral ciprofloxacin on the pharmacokinetics of theophylline and indocyanine green. J Antimicrob Chemother 1987 Feb;19(2):263-9.
- 3.Raoof S, Wollschlager C, Khan FA. Ciprofloxacin increases serum levels of theophylline. Am J Med 1987 Apr 27;82(4A):115-8.
- 4.Rybak MJ, Bowles SK, Chandrasekar PH, Edwards DJ. Increased theophylline concentrations secondary to ciprofloxacin. Drug Intell Clin Pharm 1987 Nov;21(11):879-81.
- 5.Thomson AH, Thomson GD, Hepburn M, Whiting B. A clinically significant interaction between ciprofloxacin and theophylline. Eur J Clin Pharmacol 1987;33(4):435-6.
- 6.Niki Y, Soejima R, Kawane H, Sumi M, Umeki S. New synthetic quinolone antibacterial agents and serum concentration of theophylline. Chest 1987 Oct;92(4):663-9.
- 7.Sano M, Yamamoto I, Ueda J, Yoshikawa E, Yamashina H, Goto M. Comparative pharmacokinetics of theophylline following two fluoroquinolones co-administration. Eur J Clin Pharmacol 1987;32(4):431-2.
- 8.Sano M, Kawakatsu K, Ohkita C, Yamamoto I, Takeyama M, Yamashina H, Goto M. Effects of enoxacin, ofloxacin and norfloxacin on theophylline disposition in humans. Eur J Clin Pharmacol 1988;35(2):161-5.
- 9.Holden R. Probable fatal interaction between ciprofloxacin and theophylline. BMJ 1988 Nov 19;297(6659):1339.
- 10.Bachmann KA, Schwartz JI, Jauregui L. Predicting the ciprofloxacin-theophylline interaction from single plasma theophylline measurements. Br J Clin Pharmacol 1988 Aug;26(2):191-4.
- 11.Davis RL, Kelly HW, Quenzer RW, Standefer J, Steinberg B, Gallegos J. Effect of norfloxacin on theophylline metabolism. Antimicrob Agents Chemother 1989 Feb;33(2):212-4.
- 12.Robson RA, Begg EJ, Atkinson HC, Saunders DA, Frampton CM. Comparative effects of ciprofloxacin and lomefloxacin on the oxidative metabolism of theophylline. Br J Clin Pharmacol 1990 Apr;29(4):491-3.
- 13.Semel JD, Allen N. Seizures in patients simultaneously receiving theophylline and imipenem or ciprofloxacin or metronidazole. South Med J 1991 Apr;84(4):465-8.
- 14.Davis RL, Quenzer RW, Kelly HW, Powell JR. Effect of the addition of ciprofloxacin on theophylline pharmacokinetics in subjects inhibited by cimetidine. Ann Pharmacother 1992 Jan;26(1):11-3.
- 15.Grasela TH Jr, Dreis MW. An evaluation of the quinolone-theophylline interaction using the Food and Drug Administration spontaneous reporting system. Arch Intern Med 1992 Mar;152(3):617-21.
- 16.Van Slooten A, Forrest A, Collins D, Schentag JJ. Use of pharmacostatistical analysis to test for a lomefloxacin-theophylline interaction. Clin Pharmacol Ther 1992, feb;51(2):160.
- 17.Loi CM, Parker BM, Cusack BJ, Vestal R. Individual and combined effects of cimetidine and ciprofloxacin on theophylline metabolism in male nonsmokers. Br J Clin Pharmacol 1993 Sep;36(3):195-200.
- 18.O'Mahony MS, FitzGerald MX. Cystic fibrosis and seizures. Lancet 1991 Jul 27;338(8761):259.
- 19.Bader MB. Role of ciprofloxacin in fatal seizures. Chest 1992 Mar; 101(3):883-4.
- 20.Spivey JM, Laughlin PH, Goss TF, Nix DE. Theophylline toxicity secondary to ciprofloxacin administration. Ann Emerg Med 1991 Oct;20(10):1131-4.
- 21.Rockwood RP, Embardo LS. Theophylline, ciprofloxacin, erythromycin: a potentially harmful regimen. Ann Pharmacother 1993 May;27(5):651-2.
- 22.Schwartz J, Jauregui L, Lettieri J, Bachmann K. Impact of ciprofloxacin on theophylline clearance and steady-state concentrations in serum. Antimicrob Agents Chemother 1988 Jan;32(1):75-7.
- 23.Cipro (ciprofloxacin hydrochloride) US prescribing information. Bayer Corporation May, 2020.
Selected from data included with permission and copyrighted by First Databank, Inc. This copyrighted material has been downloaded from a licensed data provider and is not for distribution, except as may be authorized by the applicable terms of use.
CONDITIONS OF USE: The information in this database is intended to supplement, not substitute for, the expertise and judgment of healthcare professionals. The information is not intended to cover all possible uses, directions, precautions, drug interactions or adverse effects, nor should it be construed to indicate that use of a particular drug is safe, appropriate or effective for you or anyone else. A healthcare professional should be consulted before taking any drug, changing any diet or commencing or discontinuing any course of treatment.

subset: commoncrawl


text:
Events & Workshops in MIC Brussels
In this section, powered by Fikket, a dynamic Startup from Brussels which participated to the 2nd MIC Mons Boostcamp to startups, you may find and register to all the events of the MIC Brussels.
Cécile Jabaudon
Email: email@example.com
Rue Montoyer, 51
1000 Brussels
Windows Azure Camp in Brussels
2 days to learn how to develop in Windows Azure ! Join this 2-days workshop in Brussels.
Session conducted by:
Here is a new kind of workshop, of an exceptional nature !
In two day, this workshop will give you a practical and complete overview of all the technologies that are offered on the Windows Azure platform.
Come with your PC, on which you will have installed Visual Studio and the trial version of Windows Azure, and come and learn how to develop in Windows Azure in only 2 days !!
As an operating system on the Cloud, Windows Azure is a powerful platform, that adapts itself to the needs of your business and gives developers an absolute liberty and flexibility, whatever technology they choose to use: .NET, PHP, Java ou Rub
>> There are only 30 places available in this training. Pick and book your seat now !
You have a question ? email@example.com
Prerequisites for this session:
- Important: install asap the Windows Azure Trial version here:
It can sometimes take a few days to be activated so do it as soon as you can (1 week before)
- Azure SDK: http://www.microsoft.com/web/gallery/install.aspx?appid=WindowsAzureToolsVS2010
- Azure Training Kit (for the labs): http://www.microsoft.com/download/en/details.aspx?id=8396
- Visual Studio 2010 Std/Pro/Ultimate
- Supported Operating Systems: Windows 7;Windows 7 Enterprise;Windows 7 Home Premium;Windows 7 Home Premium 64-bit;Windows 7 Professional;Windows 7 Professional 64-bit;Windows 7 Ultimate;Windows 7 Ultimate 64-bit;Windows Server 2008 R2;Windows Server 2008 Service Pack 2;Windows Vista Service Pack 2
- Azure development is not possible on Windows XP
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December 10, 2012 09:00 - December 11, 2012 17:00 (GMT +01:00 Brussels)
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Rue des Nerviens, 85
1040 Brussels


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Otto Siefken was a 20-year-old butcher from Maylands, Perth, who enlisted in the AIF at Blackboy Hill Camp, Western Australia on 9 September 1914. Although of German descent, Siefken was able to join the AIF; however, his father, Carl, was declared an 'enemy alien' and required to report weekly to the Maylands Police Station.
On 31 October 1914, the 11th Battalion departed from Fremantle on board HMAT Ascanius and HMAT Medic. Siefken was on board Ascanius alongside men of the 10th Battalion, who had boarded the ship in Adelaide. The ships joined the rest of the First Convoy at sea two days after it had left Albany.
On 20 November, Ascanius and Afric were ordered to swap places in the convoy. The change was made in the dark, and as Ascanius moved into its new position it rammed the stern of Shropshire. Owing to the violence and noise of the collision, many of the men thought that they had hit a mine or had been torpedoed.
The two ships were stuck together for some time. Once they had been separated, Ascanius went ahead at full speed and rammed Shropshire again. Ascanius was left with a large hole in its bow and two lifeboats destroyed; Shropshire sustained no significant damage.
After being repaired while in the Suez Canal, Ascanius disembarked troops at Alexandria on 6 and 7 December 1914.
The 11th proceeded to Mena Camp, near Cairo, on 7 December. Siefken took a day of leave in Cairo on Christmas Day, where he enjoyed dining at the 'best cafes in town'.
After training in Egypt, Siefken landed on Gallipoli on 25 April 1915. B and D Companies of the 11th Battalion were in the second wave of the covering force. Their objective was to cover the left flank of the landing and capture the western edge of Plateau 400 on the second ridge. However, Siefken's boat, like those carrying most of his battalion, landed to the north of Anzac Cove. They came under heavy fire, the Turks having been alerted by the landing of the first wave. Siefken described the first moments of their landing in a letter home to his mother:
After landing, the 11th Battalion and other units captured Plugge's Plateau and pushed on to capture the heights of the second ridge to the left, towards Battleship Hill. In the general confusion, the 11th Battalion men often became separated and fought localised battles in the labyrinth of gullies and on the ridges. Many eventually found themselves under heavy shellfire from strong Turkish counter-attacks. Siefken described his section as constituting 'a little fortress right on top of a big ridge'. These attacks persisted for four days before the cold and utterly exhausted men of the 11th were eventually relieved.
Both sides then dug in. The 11th Battalion eventually returned to the firing line on 1 May 1915; they spent much time digging or strengthening the trenches. A count taken on 8 May listed 453 men – over half of the effective strength of the battalion – as killed, wounded or missing. On 19 May the battalion successfully resisted a series of strong Turkish attacks. Siefken remarked that they made
a terrific row but we were having good sport knocking them … It was like a play watching them come up and get in our barb wire and all singing out 'Allah' 'Allah' 'Mohamed' and dropping like sheep. They had over 3 thousand … dead in front of our trenches. The stink was awful in a few days and millions of flies came round.
A truce on 24 May allowed both sides to bury their dead, after which they settled into trench warfare.
On 28 June the 11th Battalion took part in a simulated attack from Anzac's southern flank to cover a British attack at Helles. Lying in the open under intense fire, they provided covering fire from Silt Spur and Turkey Knoll for a 9th Battalion attack across the Valley of Despair and Cooee Gully. This cost the 11th Battalion 63 casualties: 21 killed and 42 wounded, for little obvious gain. Fortunately for Siefken, as part of B Company he was held in reserve.
The men of the 11th were finally relieved on 13 July, having spent almost 11 weeks in the front line. Two weeks later, the battalion reoccupied front-line positions at Tasmania Post, but by now the men were in poor shape: many were ill, malnourished and war-weary. Dysentery was a particular problem.
It is likely that on 31 July Siefken was involved in the bloody but successful capture of what became known as Leane's Trench, to the south of Lone Pine. This was a necessary preparatory attack for the Australian assault on that position during the August offensive, but it cost the battalion 36 killed and 73 wounded.
It is also likely that Siefken was involved in a desperate bomb and bayonet fight defending this position when the Turks counter-attacked on 5–6 August. Siefken's commanding officer, Second Lieutenant Ernest W. Morris, stated: 'Our men are beyond praise–they are all heroes'. However, the losses had been severe, with 55 killed and 100 wounded. The battalion was spent.
After almost a year recuperating, Siefken re-joined the battalion in France on 11 August 1916, missing a lethal German raid on the battalion in the front line near Fleurbaix in May that inflicted 118 casualties. Similarly, he was fortunate to miss the severe fighting at Pozières in July where more than half the battalion became casualties. This was the heaviest loss of any battalion in the division in this engagement. He survived the battalion's fighting on 19–20 August in the battle of Mouquet Farm, described in the battalion history as 'one of the most unsatisfactory engagements that the 11th Battalion took part in'. They lost a further 79 men. In total, the battalion had lost nearly 800 men in three months of fighting in France.
On 26 August they were transferred to the Ypres salient, Belgium and on 10 September went into the front line at Hill 60 in a support capacity. By 30 October, the Battalion were back on the Somme at Flers. Here they endured rain and cold, living in the sea of mud that was the battlefield. Between 7 and 12 November, they endured extreme misery and hardship in the front line: 191 men were evacuated over three days, suffering from exposure and sickness, particularly influenza and rheumatism. In total, over 450 men were evacuated over the time in the lines at Flers, mostly owing to exposure, exhaustion and illness. Remarkably, given Siefken's long earlier hospitalisation with these complaints, he appears to have escaped illness. The battalion was again in the front line at Flers between 21 December 1916 and 8 January 1917. When not in the line, the men were engaged in continuous work fatigues that weakened them and lowered morale.
On 11 February 1917, Siefken was transferred to the 3rd Machine Gun Company. He fought in a spoiling attack at the battle of Lagnicourt alongside the 11th Battalion and on 15 April was posted as 'missing in action'; he was among 330 Australians captured by the Germans at Lagnicourt.
Around 4,000 Australians were taken prisoner by the Turks and the Germans during the First World War. Most of these were captured by the Germans on the Western Front between 1916 and 1918.
Siefken endured 13 months as a prisoner of war at camps first in France and then at Heilsburg, East Prussia. Corporal Leo Colreavy of 12th Battalion, who was captured with Siefken, stated after the war that Siefken was initially put to work in a 'reprisal' camp. These were harsh labour camps located near the front line. They were designed as a reprisal for what the Germans saw as the poor treatment of German prisoners of war by the allies. Colreavy stated that Siefken soon fell ill, but remained on light duties until late 1917.
He was then interned in Heilsburg prisoner-of-war camp in East Prussia. Prisoners here were treated harshly, forced to toil in the fields and help rebuild the district's devastated towns. He was put to work in the surrounding area. There is a suggestion in one letter that he may have had a Russian girlfriend during this time. Siefken tried to keep up his spirits at Heilsburg. In a letter dated 19 December 1917, he wrote, '[a]ll the lads here are in good health and spirits and feeling fit and well'. Three months later he reported, 'I am well. Am expecting my parcels any time now'.
In all, 397 Australian soldiers died in captivity. Otto Siefken was one of these men. Still sick, Siefken was sent on a farm work 'commando' to Gerdauen in Prussia. He died from pneumonia and influenza at Johanniter Hospital on 21 October 1918, three weeks before the Armistice. He was 23 years old. Private Robert Hurst, a fellow Western Australian also interned at Heilsburg, saw Siefken before he was taken to hospital at Gerdauen, a week before he died. Hurst was present when the other British prisoners buried Siefken at the Protestant Cemetery in Gerdauen. Everything, which included 'hearse, coffin and a padre', was paid for by fellow prisoners of war. They also subscribed to have a cross made to mark his grave. Hurst undertook to take Siefken's papers 'home to his people'.
A photograph of this grave was sent to his parents by the AIF in 1923. In 1925, he was reinterred in the Berlin South-Western Cemetery, Stahnsdorf, Germany, by the then Imperial War Graves Commission.
Australian War Memorial, Embarkation, Honour and Nominal Rolls, http://www.awm.gov.au/
Bean, C 1936, Official history of Australia in the war of 1914 -18 Vol. I, 5th edn, Angus and Robertson, Sydney
Belford W, c. 2009 (c.1939), Legs Eleven: Being the story of the 11th Battalion AIF in the Great War, The Naval and Military Press, Uckford, & The Imperial War Museum, London
Gill, I 2003, Fremantle to France: 11th Battalion A.I.F. 1914-1919, Perth
Hurst, J 2005, Game to the Last: The 11th Australian infantry battalion at Gallipoli, Oxford University Press, South Melbourne
National Archives of Australia: Australian Imperial Force, Base Records Office; B2455, Otto John Siefken's First Australian Imperial Force personnel dossier, 1914-1920; SIEFKEN O J, 1914-1920
Olson, W 2006, Gallipoli: the Western Australian story, University of Western Australia Press, Crawley
Thank you.
Lest we forget, RIP.
You brave soul.
Thank You. x
Bethany S
Thank you for your service. We will be forever grateful. Rest in peace.
Thank you. Lest we forget.
A life taken too soon.
Thank you for your service. Rest in peace.
Thank you and God Bless.
Thanks for fighting so I could have freedom.
Thank you for your bravery.
joyce sutheland
Thank you, RIP.
Good job mate.
Thanks for fighing for us and being so brave.
george mitchel
Thank's for fighting for us.
Good job young fella! Thank you.
Hi, thanks for the tour.
Thank you for all you did in helping this country flourish after the war. All sorrows go to the family.
Thank you for fighting in the war.
Thank you for your service.
Good job.
Lest we forget, I'm proud.
Lest we forget.
Thank you for your service.
Love you so much.
War is a terrible thing and you should never enjoy killing other people even if they are your enemies.
Enjoyed reading the journey. RIP.
yeet man
You were a great person.
Thank you.
Amanda Ogden
You were a true hero. Thank you!
Thank you for defending our great country. We wouldn't be here without your effort and courage.
We will remember them.
We will remember them.
Thank you for being a great trooper and serving Australia.
Thank you for serving our much loved country. You are lost but not forgotten. From Sophie.
You are lost, but not forgotten.
Thank you for serving our country. I am so proud to be standing here today. I wouldn't be here without you and the troops.
You tried your hardest and that's all I can ask for.
Thank you for helping our country, I really appreciate it.
I thank you a lot because you have a kind and caring heart for what you did for us. Thanks a lot.
He tried his hardest trying to save his own country and we are glad. I thank you lots.
Otto, you did not have the chance to enjoy your life, but your sacrifice gave me and my generation freedom. I will remember you and my time in Australia with gratitude.
So sad to see you did not make it through the war, Australia is proud of you and thanks you for your great service.


text: Mocka Sonata 812583 cot review Priced at $250. CHOICE Expert Rating Unlock rating What is the CHOICE Expert Rating CHOICE Expert rating This is the product's overall performance score, based on key tests conducted by our industry experts in the CHOICE labs. Join CHOICE Sign in Good points The product's best features and benefits Bad points Drawbacks or issues you need to know about Unlock our expert review and more Reviews and ratings you can trust Easy side-by-side comparison Recommended products at a glance Join CHOICE or Log in Test Results Test Results Specs Specifications Features Features Test results CHOICE Expert Rating View more details. Our overall score is made up of safety performance (70%) and ease of use (30%). Ease of assembly score View more details. We rate how easy it is to put the cot together. Models may be marked down for having many parts, poor instructions or awkward assembly stages. Safety performance score View more details. Our Recommended models meet all key safety requirements and score at least 80% for safety performance, but may fail some very minor information requirements (such as instructions and labelling). Some lower-scoring models may still be worth considering if they meet all key safety requirements, but fail some minor points (such as finger entrapment). Models we don't recommend fail at least one major safety requirement. Passed key safety tests View more details. Whether the cot passed our key safety tests. For more, see 'How we test cots' at choice.com.au/cots. Passed information requirements View more details. Some cots may not pass some very minor information requirements such as labelling or instructions. We still recommend cots that pass all key safety tests so long as the information failures are very minor. Recommended products Recommended View more details. We recommend cots that score at least 70% overall. Related products Availability View more details. In some instances, at the request of members and when products are still available on the second-hand market and websites like eBay, we include discontinued models in the tables. 'Tested models' are still available in shops at time of publication; 'discontinued models' might be found second-hand or in clearance sales. Discontinued model Costs Price View more details. Recommended or typical retail price. $250 Specifications Length (cm) 138 Height (cm) 102 Width (cm) 78 Recommended mattress size (mm) View more details. L x W x maximum thickness, mm. The mattress length and width are based on information found on the box, instructions, swing tag and marking on the mattress base, and where these vary the smallest value is shown. The mattress thickness is based on the same sources of information, and the greatest value is shown. 1300 x 690 x 100 Contact mocka.com.au Features Dropside View more details. A side that can be lowered for easy access when putting baby to bed or taking them from the cot. No Teething strips View more details. Plastic strips on the top edges of the cot, so that neither baby nor cot is damaged if it's chewed on. No Junior bed conversion kit View more details. Whether the cot is able to be converted into a children's bed. This is either supplied with the cot or available as an optional extra. No Castors View more details. Wheels make the cot easier to move around (but should have lockable brakes on at least two wheels). 0 Brakes View more details. If the cot has wheels, there should be lockable brakes on at least two of them, to stop the cot rolling freely. 0


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The Progressive Promise
Fairness For All
The Congressional Progressive Caucus believes in government of the people, by the people, and for the people. Our fairness plan is rooted in our core principles. It also embodies national priorities that are consistent with the values, needs, and hopes of all our people, not just the powerful and the privileged. We pledge our unwavering commitment to these legislative priorities and we will not rest until they become law.
1. Fighting for Economic Justice and Security in the U.S. and Global Economies
» To uphold the right to universal access to affordable, high quality healthcare for all.
» To preserve guaranteed Social Security benefits for all Americans, protect private pensions, and require corporate accountability.
» To invest in America and create new jobs in the U.S. by building more affordable housing, re-building America's schools and physical infrastructure, cleaning up our environment, and improving homeland security.
» To export more American products and not more American jobs and demand fair trade.
» To reaffirm freedom of association and enforce the right to organize.
» To ensure working families can live above the poverty line and with dignity by raising and indexing the minimum wage.
2. Protecting and Preserving Civil Rights and Civil Liberties
» To sunset expiring provisions of the Patriot Act and bring remaining provisions into line with the U. S. Constitution.
» To protect the personal privacy of all Americans from unbridled police powers and unchecked government intrusion.
» To extend the Voting Rights Act and reform our electoral processes.
» To fight corporate consolidation of the media and ensure opportunity for all voices to be heard.
» To ensure enforcement of all legal rights in the workplace.
» To eliminate all forms of discrimination based upon color, race, religion, gender, creed, disability, or sexual orientation.
3. Promoting Global Peace and Security
» To honor and help our overburdened international public servants – both military and civilian.
» To bring U. S. troops home from Iraq as soon as possible.
» To re-build U.S. alliances around the world, restore international respect for American power and influence, and reaffirm our nation's constructive engagement in the United Nations and other multilateral organizations.
» To enhance international cooperation to reduce the threats posed by nuclear proliferation and weapons of mass destruction.
» To increase efforts to combat hunger and the scourge of HIV/AIDS, tuberculosis, malaria, and other infectious diseases.
» To encourage debt relief for poor countries and support efforts to reach the UN's Millennium Goals for Developing Countries.
4. Advancing Environmental Protection & Energy Independence » To free ourselves and our economy from dependence upon imported oil and shift to growing reliance upon renewable energy supplies and technologies, thus creating at least three million new jobs, cleansing our environment, and enhancing our nation's security.
» To promote environmental justice in affirmation that all people have an inherent right to a healthy environment, clean air, and clean water wherever we live, work, and relax.
» To change incentives in federal tax, procurement, and appropriation policies to:
(B) Convert domestic assembly lines to manufacture highly efficient vehicles, enhance global competitiveness of U.S. auto industry, and expand consumer choice;
(C) Increase investment in construction of "green buildings" and more energy-efficient homes and workplaces;
(D) Link higher energy efficiency standards in appliances to consumer and manufacturing incentives that increase demand for new durable goods and increase investment in U.S. factories;
» To eliminate environmental threat posed by global warming and ensuring that America does our part to advance an effective global problem-solving approach.
» To expand energy-efficient transportation choices by increasing investment in synthesized networks, including bicycle, local bus and rail transit, regional high-speed rail and magnetic levitation rail projects.
» To preserve prudent public interest regulations that encourage sustainable growth and investment, ensure energy diversity and system reliability, protect workers and the environment, reward consumer conservation, and support an expanding marketplace that rewards the commercialization of energy-efficient technologies.


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I reinstalled the v4 generator while my friend was using it and...oh my goodness, it's so simple and clean. I hadn't realized how much I missed it. If I ever do just sit down one day and go 'screw it, I am writing a game and I'm writing it NOW' I probably will just use 4. I love what 5 can do in theory but I don't like to lose momentum fiddling around. I7 just increases that problem tenfold. The only thing I've ever done with I7 is test out how to do very simple and basic things that take about two seconds and no need to touch a manual with ADRIFT.
Forget spending 90% of my writing time trying to figure out how to make things work, if I ever start a new IF game I'm throwing all the text down into Scrivener and then just copy and pasting it all over at once and stapling some tasks on. Boom, a game. Done.


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Hi, Unregistered. | Today's Posts
Discuss the different methods of adding some bling to your designs. Rhinestone and rhinestud transfers, templates, equipment, software and supplies are inlcuded in this forum.
This is a discussion about CASINO transfers that was posted in the Rhinestone Decoration section of the forums.
Do NOT Post Self Promotional URLs, Advertisements, Sales Offers or Requests. It is against our Forum Guidelines.
A confirmation email will be sent to this address, so please make sure it is accurate and that your email software is set to allow emails from our domain: t-shirtforums.com (sometimes the confirmation email gets accidently filtered into Yahoo/AOL/Hotmail/Gmail spam folders)


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Hunka hunka burning up
Today is a busy day outdoors in Carson City, and the heat isn't about to relent.
A day after the temperature hit 99, according to DayWeather, today's high is expected to be 98.
Residents are encouraged to prepare for the heat as they leave their homes to head out to the Food For Thought Saddle Up for Kids event at Mills Park, the Run Whatcha Brung car show, the Casino Fandango Food Truck Festival or other events around the area.
Elsewhere, the temperature soared to nearly 120 degrees in Phoenix and Las Vegas on Friday.
The heat was so punishing that rangers took up positions at trailheads at Lake Mead to persuade people not to hike. Zookeepers in Phoenix hosed down elephants and fed tigers frozen fish snacks. And tourists at California's Death Valley took photos of the harsh landscape and a thermometer that read 121.
The temperature there was expected to reach nearly 130 on Friday — just short of the 134-degree reading from a century ago that stands as the highest temperature ever recorded on Earth.
"You have to take a picture of something like this. Otherwise no one will believe you," said Laura McAlpine, visiting Death Valley from Scotland.
The heat is not expected to break until Monday or Tuesday.
The scorching weather presented problems for airlines because high temperatures can make it more difficult for planes to take off. Hot air reduces lift and hurts engine performance. Planes taking off in the heat might need longer runways or might have to shed weight by carrying less fuel.
Smaller jets and propeller planes are more likely to be affected than big airliners, officials said.
"This is the hottest time of the year, but the temperatures that we'll be looking at for Friday through Sunday, they'll be toward the top," said National Weather Service meteorologist Mark O'Malley. "It's going to be baking hot across much of the entire West."
The heat is the result of a high-pressure system brought on by a shift in the jet stream, the high-altitude air current that dictates weather patterns. The jet stream has been more erratic in the past few years.
Health officials warned people to be extremely careful when venturing outdoors. The risks include not only dehydration and heat stroke, but burns from the concrete and asphalt.
"You will see people who go out walking with their dog at noon or in the middle of the day and don't bring enough water and it gets tragic pretty quickly," said Bretta Nelson, spokeswoman for the Arizona Humane Society. "You just don't want to find out the hard way."


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Juan Carlos Romero (born June 4, 1976 in Río Piedras, Puerto Rico) is a Major League Baseball left-handed specialist who is currently a member of the Philadelphia Phillies. He has played for the Minnesota Twins (1999-2005), the Los Angeles Angels of Anaheim (2006), and the Boston Red Sox
Romero played college baseball at the University of Mobile.
Romero was traded by the Twins to the Angels on December 9, 2005, for infielder Alexi Casilla.


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Tagged: Cycling
Skip the Derby, Watch the Tour
This might keep me from being one of the cool kids, but I'm not sweatin' it because I've been there in the flesh, watched it on T.V. and the truth is: the Home Run Derby blows.
It's boring. It's fabricated. It's full of… nothing happening.
It's made for T.V., that's for sure, but it's not baseball. It takes one small, often over hyped aspect of the game and blows it up to the point where it's just senseless action with little at stake. Sure, I admit Josh Hamilton's Yankee Stadium display was something otherworldly, but c'mon, that was just one time it was interesting. It's usually just a bunch of mindless yakking from Chris Berman (another over hyped blah) peppered with the occasional home run and a bevy of unclever insurance ads.
Me? I'll be watching Le Tour in anticipation of the actual All Star Game (also known as "Better than Christmas" at my house). And yes, I understand the Tour de France (and the entire sport of professional cycling) has a bigger PED problem now than baseball has ever had, thus possibly "tainting" the experience for unseasoned cycling fans, but let me tell you: if any event warrants blood doping, it'd be Le Tour.
I do not advocate it, but I get it. These guys are KILLING themselves, over three weeks, every single day, and if it were up to me, they could inject new blood into their own veins as much as they wanted.
Endurance events get me fired up. That's one of the reasons why I love baseball so much: it's a GRIND. Every day. In harsh conditions. Moving forward. But in baseball you rarely see the agony on the players' faces.
In Le Tour, the agony starts at the gun and doesn't reach its apex until the finish line is crossed. I can appreciate that, and will, much more than listening to obnoxious Chris Berman catchphrases while guys hammer batting practice fastballs over the wall in Kansas City.
Hate me. It's cool. Just don't hate me 'cuz I'm right.


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- ONLINE ONLY / Single User 1080 € +24% ΦΠΑ
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New, legally enforced standards, available from 1 August 2019. All European Pharmacopoeia texts included.
Updated annually, the British Pharmacopoeia (BP) is the only comprehensive collection of authoritative official standards for UK pharmaceutical substances and medicinal products.
It includes approximately 4,000 monographs which are legally enforced by the Human Medicines Regulations 2012. Where a BP monograph exists, medicinal products or active pharmaceutical ingredients sold or supplied in the UK must comply with the relevant monograph.
All monographs and requirements of the European Pharmacopoeia (Ph. Eur.) are reproduced in the BP, making the BP a convenient and fully comprehensive set of standards that can be used across Europe and beyond.
New for the BP 2020
The BP 2020 supersedes the BP 2019 and becomes legally effective on 1 January 2020. This edition incorporates new monographs from both the BP and Ph. Eur. along with a significant number of revised monographs.
- 35 new BP monographs, 40 new Ph. Eur. monographs
- 331 amended BP monographs
- Five new monographs for unlicensed formulations, two new monographs for herbal medicines
- One new and one amended BP Veterinary monographs
- All monographs from the Ph. Eur. 9th Edition including Supplements 9.1 to 9.8
- Three in-year online and offline download product updates to integrate the Ph. Eur. Supplements 10.0, 10.1 and 10.2
Key customer groups
The BP is a must have for suppliers and sellers of active pharmaceutical ingredients and medicinal products in the UK. For corporate pharmaceutical organisations to develop high-quality medicinal products in compliance with regulations, the BP 2020 features a variety of important monograph updates providing users with the information they need to maintain compliance. This helps mitigate against any issues supplying or selling products later on.
Key corporate customers include: Pharmaceutical researchers and manufacturers, chemists, biotechnologists, quality assurance and quality controls inspectors, laboratory technicians and regulatory bodies.
Flexible options for single and multiple users are available for the BP Online.
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Flexible options and discounts are available for our academic customers.
The complete package is a great value-for-money option including:
- A six-volume printed edition, including the BP (Veterinary) 2020
- A single-user online licence* for BP Online
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Other formats and bundles are available to ensure you get the best value access to the information you need.
Add the BP Archive option to your standard package and receive online access to all the BP editions from 2014 to date. The Archive is a useful tool that enables you to switch between different versions of a monograph by publication to help users track what's changed.
Online users can also choose to add the British Approved Names (BAN) 2017 & Supplement No.2 to their package, gaining easy access to this useful reference source of medicinal substance names.
*Single-user licences are granted solely to one designated holder. Multi-user licences are available.


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Wish Blog gives you a behind-the-scenes look at the wonderful work happening at Make-A-Wish® Hawaii. See how the wishes of local keiki battling critical illnesses come together and how they change lives forever. Hear directly from those who work or volunteer here, or from those in your neighborhood who have been transformed by a wish in some way. Discover why we are so committed to achieving our vision of granting the wish of every eligible child, every year.We want to hear from you.We moderate our communities by only one rule: Be nice. We welcome different views - just keep it courteous and considerate. Mahalo for connecting.Please submit your blog ideas for consideration to Alison Mehrman at email@example.com.
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Partnership Plan (2000-2005)
"(Collaboration) represents primarily a means by which interested parties can better serve the needs of educating our youth." (S. Trubowitz & P. Longo, 1997)
Institutional Mission: The College of St. Benedict (CSB) and St. John's University (SJU) are dedicated to liberal arts education, valued as the center of "disciplined inquiry and a rich preparation for the professions, public life and service to others in many forms of work" (CSB/SJU, 2000, p. 3). As Benedictine institutions, CSB/SJU strive to prepare students for life-long ethical leadership and service, with the institutions being connected to off-campus communities and programs that work to promote peace, justice, and the common good. Developing and maintaining vital partnerships with communities of learning, P-12 schools in particular, is an valuable facet of connection to community.
It is essential that the college and university are involved in partnerships that endeavor to support P-12, pre-college education. Clearly colleges are indebted to elementary and secondary schools for the quality of the prior education of its entering students. Also, as schools and the global world face increasingly complex challenges and declining resources, it is imperative that institutions of higher education intentionally collaborate with community schools in preparing students academically. Furthermore, collaboration would intend to promote ethical and wise leadership, service, and education to improve human and environmental conditions.
Education Department Mission: The Education Department's conceptual model describes "a vision of human educational decision-making based on appropriate professional knowledge, grounded in Benedictine values, and focused on the essential goals of meeting the needs and enhancing the lives of all students." We believe that as a teacher education department we are fundamentally committed to all students. The partnership plan that follows is an attempt to aim the mission of this philosophy and make it real through the guidance of our students and through collaborative efforts with P-12 schools. In fact, we deem it essential that exceptional teacher education programs must function in contact with the real world of the classroom/school. To do otherwise would be to deprive "prospective teachers of necessary contact with reality" (Trubowitz & Longo, 1997, p.34). Furthermore, because teacher education programs are a vital stepping stone in the lifelong development of the teacher, partnerships with schools provide the necessary opportunities for "ongoing efforts of both college faculty and public school staff to provide nurturance, knowledge, and security to ensure continued professional growth" (p.34). Continued teacher support through various efforts within partnerships is another way of honoring our commitment to the development of all students.
Fundamental to the goal of serving the needs of all students is effective decision making on the part of those who guide and work with students. It is imperative that "teachers should actively participate in the decision-making process" (Education Department Conceptual Model). To do this meaningfully demands that opportunities be provided for candidates to practice the process of decision making in the real world of the classroom. To do this effectively calls for the collaborative efforts of the Education Department, mentor teachers, school administrators, P-12 students, and additional college/university departments and programs.
It is the aim of the Education Department to work with partner schools with a shared vision of quality education for all students and to develop mutually beneficial programs in which the enterprise of each institution is "informed by the needs and practices of the other" ( Levin, 1997, p. 64). Furthermore, it is the intent of the Education Department to build meaningful partnerships that will ensure that candidates have exposure to diverse student populations and valuable opportunities in quality field experience programs.
Field Experience: We believe that by developing intentional, purposeful partnership programs we address the many considerations of quality field experience programs. McIntyre, Byrd, & Foxx (1996) describe many of these considerations. For example, they note that candidates' "familiarity with the context masks their potential vision of alternative" (p. 173), and that student teachers must participate with the many communities that exist in a school if they are to develop into a reflective practitioner. It is our intent to examine this and other considerations in order to fully integrate best practice into the field experience programs.
The Education Department recognizes that building and maintaining partnerships is a continual process that demands cooperation, commitment, time, resources and assessment. Building and maintaining partnerships in this particular geographic area necessitates focus on two important considerations. First, because the surrounding area is fairly rural and predominately white, we must creatively seek meaningful diversity opportunities for candidates. Second, the presence of other teacher education programs places significant demands on the same community schools for field experience opportunities. We realize the necessity to creatively deal with these considerations. We need to focus programs to address issues of diversity. We need to regularly and programmatically seek the input of our partner and cooperating schools, responding to their unique knowledge of the constantly changing world of the elementary, middle, and secondary classroom. As the Education Department moves forward with partnership building and development, we recognize, as Boyce Williams (1997) suggests, that we need to take a proactive stance as we strive for excellence in regard to planning for collaborative ventures. Undergirding the proactive stance advocated by Williams are the beliefs that:
1. Collaboration must be planned.
2. Collaborative activities must have a shared vision.
3. Collaborative activities must have a shared language.
4. Collaboration is built on trust and understanding (P.91).
We also recognize that a proactive stance must consider that "reciprocity is key and it must be addressed early and reviewed regularly. (Trubowitz & Longo, p. 45). These principles serve as a guide to insure the success of efforts to initiate and sustain meaningful collaborative efforts intended to help prepare students for academic success, wise decision making, leadership and service in a complex and ever-changing world.
College of Saint Benedict and Saint John's University. Academic catalog: 2000-2001.
Levine, M. (1997, summer). Can Professional Development Schools help us achieve what matters most? Action in Teacher Education, 63-73.
McIntyre, D.J., Byrd, D. M., & Foxx, S.M. (1996). Field and laboratory experiences. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.), (pp. 171-193. New York: Macmillan.
Trubowitz, S. & Longo, P. (1997). How it works: Inside a school-college collaboration. New York, NY: Teachers College Press.
Williams, B. (1997, summer). Challenges and opportunities for collaboration in teacher education programs. Action in Teacher Education, 89-96.
A mutually beneficial partnership that provides a meaningful and reflective field experience enabling candidates to observe teachers and practice decision making in the real world of the classroom while simultaneously serving a purposeful need in the schools requires examination and consideration of several principles. Trubowitz & Long (1997) outline several key indicators that they believe are crucial for success in school-college collaboration. Partnerships might best operate, for example, "on the basis of enlightened self interest" (p. 6) and thus need to be grounded in vision, yet approached with flexibility. Furthermore, a college must avoid mandating what a partnership ought to be. Rather, colleges should recognize the demands placed on principals and teachers, try to support the school's articulated needs, and make use of teachers' practical expertise to guide the development of courses.
The CSB/SJU Education Department endeavors to address particular challenges. For example, we recognize the challenges of a geographic location in a predominately rural, largely white middle-class environment. Teacher candidates need to experience multiple opportunities to practice decision making and be attentively reflective in diverse setting with diverse student populations. Furthermore, training in multiculturalism needs to be connected to the real life setting of the classroom ( Powell, Zehm, & Garcia). Another consideration, for example, is that "cooperating teachers greatly inform the student teaching context and also the behavior and beliefs of novice teachers" (McIntyre, Byrd, & Foxx, p. 173). Therefore we must insure that participants in the collaborative efforts are trained in the collaboration (Williams, 1997) and mentorship process. Furthermore, it will be necessary to examine the field experience program in relation to our courses, the needs of schools, practicing teachers and P-12 students, best practice in relation to field experience, teacher candidate response, and adherence to our conceptual model and NCATE standards for partnership and field experience. And, obviously, we must attend to the immediate need to provide approximately 830 field placements each year. With this complexity of considerations it is evident that a comprehensive partnership plan can only be accomplished and maintained with diligent effort, adequate research, collegial collaboration, institutional support, and time.
The partnership plan that follows should be understood as the first phase of an overall implementation plan designed to occur over at least a 5 year period. Phases two and three will be responsive to assessments of developments in Phase One. Ongoing feedback and assessment from schools, faculty and students will be used to further develop phases two and three. These phases will be elaborated on at a later date. As with other segments of our overall departmental plan, some components of the partnership plan have been implemented, others are in process and some are new initiatives.
1. Implementation Phase One is the most comprehensive of the 3 phases. It is intended to address the following goals:
a. Define and describe levels of partnership. The Education Department has defined a flexible guideline for understanding school/college partnerships. There are three levels: formal, cooperative, and networking. A school-college collaborative effort may change level based on the response to the institutions' needs. The formal partnership level describes intentional and mutually beneficial collaborative efforts designed to further the mission of participating institutions. The cooperative level describes more informal, less intensive relationships with schools that work with the Education Department. The networking level refers to connections within the college/university institution in order to capitalize on existing resources (Williams, 1997.) The networking category describes the Education Department's partnership efforts directed within the institution.
b. Strengthen and build relationships with schools that will insure early, continuous, and increasingly complex and reflective field experiences in area schools by providing candidates with multiple opportunities to teach and to observe real young people being taught. Such relationships will thus provide experiences and practice teaching from which to promote critical thinking and reflective decision making. The Education Department continues to build on already existing relationships and develop programs that will meet the immediate needs for field experience while looking to long term considerations for building and maintaining quality field experience programs. In the experience of Trubowitz and Longo (1997), partnership efforts that pursue "mutually beneficial self-interest form the most enduring basis for a collaborative venture." In this on-going effort, the Education Department seeks feedback from our advisory council as well as individually with partnership and cooperative schools to insure that schools will feel their interests have also been served.
c. Increase field experience opportunities in classrooms with diverse populations. Meaningful multicultural training for pre-teachers must be connected to the real world life setting of the classroom. (Powell, Zehm, Garcia, 1996). The Education Department has spent the last year developing its Diversity Plan to programmatically ensure that all candidates will have opportunity to work with diverse student populations.
d. Develop unified field experience program that more effectively integrates and connects various courses to the potential field site. Experience in the field has the power to promote critical analysis and reflection on one's practice as a teacher (Howey, 1996), but it must be coherently connected to the content and pedagogical knowledge taught in the college classroom. The Education Department is working with partner schools to further connect the content of the course work in a more focused manner to the related field experience (e.g., the South Junior High Partnership.) The Education Department is examining new ways to approach this and intends to expand the work done with South Junior High to include other schools and programs in integrating pedagogical and content knowledge into field experience programs.
e. Collect preliminary data for implementation of Phase II. Assessment of partnerships critical and will be ongoing. A plan will be developed to review partnerships in reference to NCATE partnership standards.
2. Implementation Phase Two of the plan will respond to assessment and feedback of formal partnership schools and cooperative efforts. It will investigate grant seeking possibilities to further partnership efforts and enhance P-12 education. Furthermore, a tentative proposal put forth in the diversity plan to explore the possibility of a domestic study abroad may be part of this plan.
3. Implementation Phase Three will also continue to self-monitor and revisit early agreements or understanding with partner institutions to insure that pursuits continue to consider the needs and programs of our partners. Furthermore as programs evolve a new plan will be articulated to reflect changing needs.
Howey, K. (1996). Designing coherent and effective teacher education programs. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.), (pp. 143-170). New York: Macmillan.
McIntyre, D.J., Byrd, D. M., & Foxx, S.M. (1996). Field and laboratory experiences. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.), (pp. 171-193. New York: Macmillan.
Powell, R., Zehm, S., & Garcia, J. (1996). Field experience: Strategies for exploring diversity in schools. Englewood Cliffs, New Jersey: Prentice-Hall.
Trubowitz, S. & Longo, P. (1997). How it works: Inside a school-college collaboration. New York, NY: Teachers College Press.
Williams, B. (1997, summer). Challenges and opportunities for collaboration in teacher education programs. Action in Teacher Education, 89-96.
Implementation Phase One
To address the mission of creating a strategic plan for partnership development it is necessary to lay out a working definition of partnerships that describes the distinctions in existing and future relationships with outside institutions and departments. This work came together in the year 2000 and is described as follows:
In 1999-2000 academic year the CSB/SJU Education Department arranged for 833 field placements. Of these, 134 were pre-admission clinical placements, 531 were methods course field placements, 90 were student teaching placements and 78 were in foundations courses. In addition to these placements, the Service Learning Office assisted the Education Department with at least 78 field placements for service learning projects. We expect the number of field placements to remain fairly stable over the next 5 years. This large number of placements requires that we work with many schools.
The Education Department has worked successfully with several schools in the past, some more intensively than others. Schools have responded very positively to having our students involved in their schools, remarking that typically they are well prepared and helpful to have in the classroom. However, weaknesses do exist. One perceived weakness is that requests to schools for field experience sites came from several individuals within the department, often without shared knowledge of placement requests. Therefore, there is a need for a cohesive plan for working with schools. Furthermore, there is no assurance within the field experience program that candidates would have worked with students of culturally, economically, and educationally diverse backgrounds. We need to develop relationships with schools that will provide these particular types of opportunities for our students. In addition, some courses needed to planned more intentionally with the school teachers in order to focus the field experiences in response to the actual cooperating classroom. Also, as our Minnesota state licensure requirements changed, so have field experience requirements. The partnership levels described here are intended to address the limitations and problems previously noted.
Formal Partnership Level: The partnership plan specifies more formal intensive relationships with schools as our Formal Partnership Schools. These schools are chosen based on historical relationship, geographic location, and the individual schools interest in working with our program. Formal Partnership Schools are schools that we enter into formal agreements with to do the following: 1) mutually develop a mission statement, 2) create a school-university partnership committee which will define goals for the year, 3) outline an assessment/reflection process for the end-of-year review, and 4) advise the Education Department via the Teacher Education Advisory council . The partnership committee discusses and plans development and implementation of projects and programs with "enlightened self interest." (Trubowitz & Longo, 1997.) These may include mentoring and training of pre-teachers, staff development, training on collaboration, site improvement, tutor programs, student enrichment, and, as is being considered with the St. Joseph Lab School, the possible evolution into a formal Professional Development School.
An example of a Formal Partnership School as defined in this plan is the collaborative effort with St. Cloud's South Junior High School. This partnership was planned and implemented in 1999-2000 with the pilot middle level teacher training program. This program focuses on the middle level student, middle level philosophy, and content and pedagogical training for the middle level teacher. In 2000-2001, in response to program assessment, the partnership with South evolved into a reflective, active observation program that introduces the candidate to all aspects of a middle level program including all content areas, team meetings, teacher preparation, and after-school activities. The principal, social worker and teachers have had regular presence in college classrooms. South Junior High and CSB/SJU also have collaborated on site improvement, Fast Forward (a tutor-mentor program for Chicano-Latino-Hispano students), Fine Arts programming, and are considering other projects as well.
As of January 2000, 3 schools are in the process of becoming Formal Partnership Schools: South Junior High, St. Joseph Lab School and Kennedy Elementary. Additional schools that have communicated interest in partnership development with the Education Department are targeted for future development.
Cooperating Level: The partnership plan identifies Cooperating Schools as those that play an important role in the quality of our field experience program, but do so less extensively than our Formal Partnership schools. Cooperative Schools host pre-teachers for field experiences, often participate in college/university sponsored opportunities, and many have a presence on the Education Department advisory council. The Education Department intends to continue building relationships with Cooperative Schools by learning more about their programs, sharing knowledge, mission statements, diversity statistics and plans, consulting with school teachers and administrators, and developing cooperative projects as needs arise.
Categorization of a Cooperative School is not static and that school may move into Formal Partnership Status as school and/or college interest and need indicates. An example of a Cooperating School is a school targeted for becoming a Formal Partnership School, Avon Elementary. Avon Elementary requested help from the Education Department in providing services to a recent influx of ESL students. The Education Department recruited Spanish education students to apply as paid tutors and these students began working in the fall of 2000. Furthermore, the Education Department networked with the Service Learning and ESL departments to create a service learning opportunity for students in the Spanish Department to tutor ESL students and teach Spanish mini- units to classrooms. The ESL coordinator graciously offered training to students working as ESL tutors. College students doing Spanish service learning projects will begin in the Avon classrooms in the spring of 2001. Also, the Education Department collaborated with Service Learning and the Peace Studies Department to initiate a peace-building through cooperative play program. This project will also begin in the spring of 2001. Furthermore, four Avon teachers were mentor teachers for candidates in the language methods course. Several more are hosting pre-teachers for a pre-admission clinical experience. Assessment of the current year will be used to determine the direction taken to develop formal partnership.
Many schools that have historically worked and cooperated with the Education Department are categorized as Cooperating Schools and are targeted to become Formal Partnership Schools. Others may become Formal Partnership Schools as relationships develop and various needs are addressed (Implementation stages two and three.)
Networking Level: The networking level describes the working relationships within the college/universities. The Education Department recognizes the need to continue networking and building relationships within the college/university institution in order to better support P-12 formal partnerships and cooperatives. In the partnership plan the term Networking refers to building stronger connections within the college/university in an effort to maximize the resources available to build partnerships. The Education Department has intentionally networked with several departments within the institution including but not limited to Service Learning, ESL, Peace Studies, Fast Forward, Fine Arts Programming and America Reads.
See Attachment A for a visual layout of Formal Partnership, Cooperating School, and Networking levels.
Field experiences consist of a pre-admission clinical experience, typically done in the January term. Please see the Diversity Plan for details relating to the planned changes in response to the institutional elimination of the January Term. Once admitted to the program, Elementary Education candidates have 9 or 10 course-related clinical experiences. Secondary candidates have fewer because of fewer methods courses. Some students, though not all, also have service learning experiences in the schools. The capstone clinical experience is the semester long supervised student teaching that occurs when all course work is completed. Although area schools have regularly and very willingly worked with the Education Department with field placements, a perceived weakness in the relationships with schools regarding field experiences was the lack of an overall cohesive plan. At times this resulted in a somewhat haphazard semester-to semester placement approach in some courses. Ideally schools could be better informed and more vested participants in the candidate mentoring process. Furthermore, some relationships with schools depended thoroughly on the casual good will of the schools to host students. Because schools respond that they appreciate our students and feel them to be well prepared, this approach worked for many years. However, to create more intentionally designed field experiences, and thus ensure more meaningful connection between college course and field experience requires greater input from and collaboration with schools. A plan was needed to examine the field experience requirements for each course and works with schools and teachers to align needs and collaborate more intentionally to connect the content of the course with the actual classrooms in which candidates practice teach. Furthermore, it is necessary that there is a spirit of reciprocity, that is, that the schools feel real benefits as a result of collaborating with the Education Department. Reciprocity is key in ensuring continued success of the teacher education program. To maximize the possibilities for reciprocity in our collaborative efforts it is necessary to tap the resources of the college/university.
The Education Department has a long history of involvement in many area schools with the presence of teacher candidates in the classroom, faculty consulting with curriculum development, and various other projects in schools. CSB/SJU also has had a longstanding presence in area schools through other departments and programs. For example, CSB/SJU and the St. Cloud Area School District have a partnership in The Kennedy Center Performing Arts Centers and Schools: Partners in Education Program. This partnership avails fine arts performances and staff development opportunities to all area schools. Also, Service Learning has a strong presence in the schools, with an anticipated 250 students working in area schools in the current year in a variety of capacities. The America Reads Program sponsors approximately 33 college student in the schools doing tutoring in the 2000-2001 year. Fast Forward, a Chicano-Latino-Hispano Outreach Program at CSB/SJU is a tutor/mentor program active in area schools. Courageous Kids, a volunteer organization for CSB/SJU students, provides leadership models for elementary students in area schools. Upward Bound is a TRIO program funded by U.S. Department of Education, and provides services to low-income potential first generation college students in Willmar, Foley, Apollo, and Tech High Schools, who wish to pursue a post secondary education. The Internship Office also regularly places students in schools for a variety of opportunities. Furthermore, CSB/SJU welcomes all area schools to participate in tours of college and university resources and projects including the Hill Museum & Manuscript Library, the art galleries, Biology Department Greenhouse, Natural Science Museum, and the Prairie Restoration Project and Arboretum.
Because area schools work with pre-teachers in training programs from multiple institutions, it is particularly important to consider that schools could potentially become overburdened with mentoring and training responsibilities. Therefore, it is critical that our program be sensitive to the demands placed on teachers and insure that they are appreciated for the vital work that they do with candidates. Schools must feel the benefit of involvement in partnerships with the colleges/university.
Objective #1: Mutually develop, strengthen, and maintain formal partnerships with area schools that build and support the pre-teacher field experience program that strive to meet NCATE standards for partnership.
1. Examine NCATE PDS standards and translate the intent of the standards to the reality of partnerships with our program which operates as a small department in a liberal arts college/university
2. Determine methods course and student teaching field experiences most suitable to individual school programs and investigate continued or new participation with the program
3. Make phone contact with superintendents of potential formal partnership schools
4. Meet with school principals of interested school
5. Establish faculty liaison and meet with Team Leaders and/teachers
6. Draft written statement of interest/agreement to engage in a plan
7. Create school-college partnership committee for project development and communication. An initial task of the committee is to mutually develop a mission statement which reflects the individual needs of the institutions while considering NCATE standards for partnerships
8. Mutually set goals for pilot year of implementation as formal partners
9. Mutually outline assessment/reflection process for end-of-year assessment
10. Designate school representation on TEAC (Teacher Education Advisory Council)
11. Establish optional college representation on school leadership or other committees
12. Develop partnership handbook which includes a CSB/SJU mission statement, explanation of Education Department conceptual model, description of the critical attributes of the NCATE standards, and other relevant information
Objective #2: Improve existing cooperative efforts.
1. Partnership Director and Directors of Elementary and Secondary Student Teaching determine process for communication and collaboration with cooperating schools
2. Meet with all principals or institutional director
3. Mutually establish set of procedures for requesting field placements, and identifying a contact person for each formal partnership school
4. Tour schools in order to gain a greater familiarity with each school
5. Exchange mission statements, diversity plan, program information, etc.
6. Visit with Department chairs in order to establish a clear sense of relationship, foster communication, and build trust
7. Communicate with potential and existing partnership schools to convey our willingness to consider collaborative work on school projects
Objective # 3: Investigate ways to make formal partnerships mutually beneficial.
1.Meet with all individuals participating in the collaborative effort, including principals, team leaders, department chairs, and teachers; Tour schools and share information on programs
2. Develop partnership committee with each school to insure strong communication and representation of each institution's interest in the partnership
3. Mutually develop mission statements and goals for collaboration; (Each school will have its own reason for involvement with the Education Department.)
4. Seek input from partners on issues and methods of reciprocity with TEAC (Teacher Education Advisory Council)
Objective #4: Strengthen liaison with mentor teachers and school administrators.
1. Inquire with other teacher training institutions regarding training sessions in collaboration; Determine need for training in skills for collaboration with school and college personnel involved in the partnership
2. Create staff development training workshop in pre-teacher mentoring
3. Examine continued participation in staff development and new teacher mentoring and support process
4. Assess process for partnership mutually developed and reviewed yearly
5. Mutually develop a procedural plan for placements with each school including preferred methods of communication, involvement of faculty, information sharing with teachers, and process by which the procedural plan is reviewed
6. Determine school and faculty compensation for partnership work
7. Continue to share "Bennie bread" as a token of appreciation
8. Regularly update faculty on partnership developments
Objective #5: Network with college/university to support P-12 partnerships and cooperatives.
1. Provide Education Department representation on the America Reads council
2. Establish Education liaison with the Fine Arts Programming and Education Series
3. Continue building relationship with Fast Forward for educational purposes and linking education students to volunteer opportunities provided by the Fast Forward
4. Continue working with Peace Studies Department working to create a workable and meaningful peace-building/conflict resolution program in various partner P-12 schools
5. Increase the number of candidates in the Courageous Kids Program, Upward Bound, and Fast Forward by making such options more visible to candidates early on in their program
6. Continue presence and activities with community services group, an ad hoc group of faculty and staff involved in various mentoring programs for youth in central Minnesota schools; This collaborative effort by the Education Department, Social Work, Courageous Kids, Fast Forward, Upward Bound, and Service Leaning in consultation with the Director of Corporate and Foundation Relations in the Development Office aims to develop a fundable program to link CSB/SJU students and teachers-in-training with children who are considered at-risk for success in P-12 education.
7. Continue discussion with the Advisor for Domestic Minority Students to arrange for teacher candidates to assist with academic tutoring; This would seem especially appropriate for secondary education minors.
8. Continue discussion with the ESL Coordinator regarding ESL tutoring opportunities in local communities
9. Initiate increased communication to create stronger links with Natural Science departments to explore collaborative possibilities further utilizing the Biology Department Greenhouse, Natural Science Museum, and the Prairie Restoration Project and Arboretum
10. Begin conversation with various departments to inquire about possible collaborative efforts to develop programs for the gifted and talented students in partner schools
Continue linking with Service Learning to initiate opportunities for service learning students from various courses, including but not limited to Spanish and Peace Studies, to volunteer in partner schools
For full treatment of the goal to increase clinical experiences in classrooms with diverse populations, please see the Education Department Diversity Plan. Please note that much of the following is repeated from the Diversity Plan.
The Education Department Diversity Plan indicates that it has not been possible in the past to ensure that candidates have the exposure to diverse student populations that will adequately prepare them for current urban classroom teaching or for classrooms of the future. To address the gaps in our current clinical experiences in relation to exposure to greater diversity will require the collaborative efforts of our institution, area schools, area youth organizations, and urban school. There will be several partnership considerations as we attempt to develop a systematic program which will ensure clinical experiences in varied and diverse field settings.
Objective #1: Identify diversity opportunities already existing but underutilized in formal partnerships and cooperative schools.
1. Examine the changing diversity statistics for all partnership schools
2. Exchange diversity plans with partnership schools
3. Identify and investigate all school within a school and alternative programs to explore feasibility of clinical opportunities
4. Investigate opportunities to establish and develop clinical opportunities in area ESL programs
5. Continue discussion with South Junior High on the possibility of developing a clinical experience/volunteer tutoring program with students with diverse learning needs
6. Investigate possibility of developing a clinical experience/volunteer tutoring program in additional partner schools to work with students with diverse learning needs
7. Increase number of Education Students working for America Reads
8. With school partnership committees identify resources for diversity education and experiences that might be shared to enhance teacher training and P-12 education
9. Continue and expand work with Avon/Albany ESL students with options for America Reads, Service Learning, tutoring, instructional aid program
Objective #2: Build on existing campus programs and sites and explore options for new local off-campus opportunities that might involve our candidates in work with minority populations in educational settings.
1. Increase the number of Education candidates who tutor/mentor in the Fast Forward, Upward Bound and Courageous Kids Programs by making such options more visible to candidates early on in their programs.
2. Continue discussions with Fast Forward and Upward Bound directors to explore opportunities for candidates to assist with instruction in their summer programs.
3. Continue discussion with Fast Forward on the possibility of developing a three-way tutoring model that would include a Fast Forward student, a candidate, and a younger Latino child; The Fast Forward participant would tutor a younger Latino child under the guidance of the education candidate tutor. That would allow the program (Fast Forward) to expand tutoring services to a larger number of Latino children as well as to encourage Fast Forward students to explore teaching as a possible career.
4. Continue discussions with the Advisor for Domestic Minority Students to arrange for candidates to assist with academic tutoring; This would seem especially appropriate for secondary education minors.
5. Establish relationships with summer school programs for migrant workers; The candidates would spend one to two weeks working as an instructional aide.
6. Work with local school districts to discuss the possibility of candidates being instructional aides for the remedial programs that will be necessitated as elementary and secondary students fail the basis standards tests
Objective #3: Continue to develop formal partnerships with schools that can provide education candidates exposure to diverse student populations and training in providing appropriate opportunities for all learners.
1. Review the literature addressing field experiences and partnerships for diversity to ensure a clear understanding of the concept
2. Determine area schools with diversity field experience opportunities and determine level of interest in collaborative effort
3. Develop a target plan based on above results and move forward as appropriate meeting with teachers, principals, forming partnership committees, discussing reciprocal needs, sharing diversity plans, developing assessment process, and setting time line for implementation of field experience program
4. Determine diversity options Osseo, Anoka Hennepin, and Little Falls schools districts. Explore partnership and collaborative possibilities. Investigate possibility of field experience program, with housing provided, within high diversity districts
5. Continue to explore partnership and housing possibilities of partnerships with St. Paul and/or Minneapolis, schools to determine feasibility of placing candidates in inner-city schools for 1-2 weeks and/or involving candidates as instructional aids to assist students placed on probation because of poor student performance on standardized tests; Note: At present, the only time this might be feasible would be during the semester interim.
6. Continue to pursue information about the feasibility of placing candidates in inner-city Chicago schools for 1-2 week periods either during semester interim or spring break (or possibly at other times); (Connections to be made include Amate House and Su Casa.)
7. Continue to develop the plan for a domestic study abroad program with a school (e.g. near New Orleans) with a diverse student population; The program might be constructed so that candidates take their courses from an Education Department in a primarily black college while working in a racially diverse elementary, middle or senior high school in the area. The program might also develop into an exchange program whereby candidates of color from the partner Education Department would study on our campuses for a semester while CSB/SJU candidates studied there. This plan might also include an exchange of faculty between the collaborating education department.
In the fall of 2001 , the State of Minnesota will require all elementary and secondary teacher candidates to be licensed to teach at the middle level. In response to the change in state rules for license configuration, the Education Department implemented a middle level teacher training program. The dates for new rule implementation were originally set to begin in the year 2000, thus fueling the department's motivation to ready students for the new licensure. In 1999 partnership was initiated with South Junior High with the intent to create a high quality field experience program in a middle school for pre-teachers. We feel that the partnership with South is one of our most successful ongoing partnerships. In part, this is due to the input from South's faculty and administration in the design of the field experience, their participation in college courses, and their valuable input in the content of the courses.
The St. Joseph Lab School is a partnership with the longest history with the Education Department. The college faculty members have consulted with St. Joseph Lab School in choices and development of curriculum. This communication has supported college and school faculty in what they are teaching in the college and school classroom. Furthermore, it enabled the candidate to be better prepared for and move more easily into field experiences. Furthermore, faculty and school teachers consult before and after field experiences in an effort to more effectively bring together course content and field experiences. Also, the St. Joseph Lab School has Internet access through a connection to the College of St. Benedict. The CSB/SJU Information and Technology Services has aided Lab School teachers in technology development. Currently, the St. Joseph Lab School and the Education Department are reviewing our partnership in an effort to ensure meaningful growth and clarity of direction in the collaborative effort. Presently, the Lab School is considering the possible benefits of evolving into a formal Professional Development School.
As the Education Department aims to integrate best practice technology in teaching through various content methods courses that students take. As students learn strategies to incorporate technology in best practice teaching, they need opportunities to practice using these methods in the schools. It is our intention to collaborate with partner schools to plan ways that might blend their technology plans with the creation of field experience opportunities for pre-teachers.
Our goal is to continue the effort to enhance communication with partner schools in order to more deeply and meaningfully connect methods course work into the curricula of the participating field sites. By communicating early and regularly with partner schools and cooperating teachers, we aim to align content taught in methods courses to overlap with the content in the field experience sites.
Objective #1: Conduct a departmental analysis of how content, pedagogical, and decision making knowledge are integrated into field experience.
1. Consult with Dr. David Leitzman, an Education Department member with experience in assessment, to determine where this information already exists and for guidance on ways to plan and effect such an analysis
2. Proceed with analysis as recommended
3. Share results with Education Department and partner schools
4. In consultation with Education Department and partner schools, identify perceived strengths and weaknesses
5. With Education Department and in consultation with partner schools, set plan of action and time line to address weaknesses
Objective # 2: Work with partner schools in developing and/or implementing their respective plans for effective integration of technology in P-12 teaching.
(Please see the Education Department Technology Plan for full treatment on the department's technology plan.)
1. Exchange technology plans with partner schools
2. Prepare candidates to effectively and appropriately integrate technology in teaching
3. Address ways in which the CSB/SJU Education Department can appropriately support and encourage the effective integration of technology in P-12 teaching in partnership agreements
4. Work with partner schools to provide pre-service teachers opportunities to observe, design, and deliver P-12 instruction that incorporates best practice technology
Objective #3: Develop an agreed upon guideline for developing and implementing the field experience component of each course.
1. Seek partner school input on individual school considerations for field experiences placements, e.g. methods of request, program development, communication strategies with teachers, time limitations, evaluation process, and other pertinent considerations
2. Within the department outline specific field experience needs for each course
3. Align field experience needs to school considerations
Objective #1: Develop plan for ongoing review of partnership in reference to NCATE partnership (PDS) standards.
Implementation Phase Two
The plan for Implementation Phase Two will be a work in progress that will respond to assessment and feedback from the projects implemented and ongoing in the partnership schools. In addition Phase Two will revise as necessary to respond to changes at the college and community school level. It will continue to address NCATE partnership (PDS) standards. It will investigate grant seeking possibilities to further partnership efforts and enhance P-12 education. Furthermore, a tentative proposal put forth in the diversity plan to explore a possible domestic study abroad program may be part of this plan.
Implementation Phase Three
The purpose of Phase Three is to insure that planning will be a constant element for partnership development and maintenance. The Education Department is committed to continue self-monitoring and revisiting early agreements and understandings with partner institutions to insure that our pursuits continue to meaningfully respond to the needs and programs of our partners.


text: Today, a Madden NFL 19 gaming tournament took place in Jacksonville Florda. Sadly, it appears a shooting occurred at the event, leading to four currently confirmed deaths. One of the competitors, Drini Gjoka claimed that they fled the area, and was grazed by a bullet while the shooter was active. Jacksonville's Police Department have stated that a shooting did happen, but have not explained any further details at this time, while also telling citizens to stay away from The Landing, where the tragedy took place. The tournament was a qualifier event, which was officially backed by EA Sports. At the time of writing, there are a total of 11 victims. A potential suspect was found dead at the scene.


text:
|ABC analysis
|Classification of items in an inventory according to importance defined in terms of criteria such as sales volume and purchase volume.
|A carrier's ability to provide service between an origin and a destination.
|Accessorial charges
|A carrier's charge for accessorial services such as loading, unloading, pickup, and delivery.
|Action message
|An alert that an MRP or DRP system generates to inform the controller of a situation requiring his or her attention.
|Active stock
|Goods in active pick locations and ready for order filling.
|Activity-Based Costing
|A method of cost management that identifies business activities performed, accumulates costs associated with these activities, and uses various cost drivers to trace costs of activities to the products.
|Advanced shipment notice
|A list transmitted to a customer or consignor designating items shipped. May also include expected time of arrival.
|Affreightment, Contract Of
|An agreement by an ocean carrier to provide cargo space on a vessel at a specified time and for a specified price to accommodate an exporter or importer.
|Agency Fee
|A fee charged to the ship by the ship's agent, representing payment for services while the ship was in port. Sometimes called attendance fee.
|Agency tariff
|A rate bureau publication that contains rates for many carriers.
|An enterprise authorized to transact business for, or in the name of, another enterprise.
|A net advantage a company gains by sharing a common location with other companies.
|Aggregate tender rate
|A reduced rate offered to a shipper who tenders two or more class-related shipments at one time and one place.
|Air cargo
|Freight that is moved by air transportation.
|Air Carrier
|An enterprise that offers transportation service via air.
|Air taxi
|An exempt for-hire air carrier that will fly anywhere on demand; air taxis are restricted to a maximum payload and passenger capacity per plane.
|Air Waybill
|A bill of lading for air transport that serves as a receipt for the shipper, indicates that the carrier has accepted the goods listed, obligates the carrier to carry the consignment to the airport of destination according to specified conditions.
|Aircargo Agent
|An agent appointed by an airline to solicit and process international airfreight shipments.
|Aircargo Containers
|Containers designed to conform to the inside of an aircraft. There are many shapes and sizes of containers. Aircargo containers fall into three categories: 1) aircargo pallets 2) lower deck containers 3) box type containers.
|Airport and Airway Trust Fund
|A federal fund that collects passenger ticket taxes and disburses those funds for airport facilities.
|All Water
|Term used when the transportation is completely by water.
|All-cargo carrier
|An air carrier that transports cargo only
|Any-quantity rate
|A rate that applies to any size shipment tendered to a carrier; no discount rate is available for large shipments.
|Arrival Notice
|A notice from the delivering carrier to the Notify Party indicating the shipment's arrival date at a specific location (normally the destination).
|The transfer of rights, duties, responsibilities, and benefits of an agreement, contract, or financial instrument to a third party.
|In reference to freight bills, the term audit is used to determine the accuracy of freight bills.
|Determining the correct transportation charges due the carrier; auditing involves checking the freight bill for errors, correct rate, and weight.
|Average cost
|Total cost, fixed plus variable, divided by total output.